World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue V (May 2026), pp. 202-208

Instructional and Environmental Barriers to Foundational Literacy: The Case of Junior High School Non-Readers at Francisca Conag Lavisto Memorial High School

Author

Mailyn R. Guya, LPT

Graduate Studies, Osmeña Colleges

Master of Arts in Teaching English

Abstract

This study investigates the instructional and environmental barriers contributing to the persistence of non-reading profiles among Junior High School students at Francisca Conag Lavisto Memorial High School (FCLMHS). Focusing on 20 purposively selected Junior high school non-readers, the research employs a qualitative descriptive design. Data were gathered through Philippine Informal Reading Inventory (Phil-IRI) results and a researcher-made semi-structured interview guide. Using a combination of frequency counts for the checklist and thematic analysis for the interview responses, the study identifies critical gaps resulting from pandemic-related learning loss and socio-economic factors. The findings serve as a primary basis for a localized reading intervention plan aimed at refining the school’s ARAL program.

Keywords: Qualitative Research, Non-readers, CVC Decoding, Instructional Barriers, ARAL Program, Learning Loss

https://doi.org/10.65494/pinagpalapublishing.290

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