World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue VII (July 2026), pp.59-76
JONNALYN C. LANGOYAN, MAEd, LPT
Graduate School, Osias Colleges, Inc.
Abstract
This qualitative phenomenological study explored the lived experiences of Grade Three low emerging readers, aiming to understand the factors contributing to their reading difficulties, the effects on their academic performance and self-esteem, and the interventions that best support their learning needs. Semi-structured interviews, classroom observations, and document reviews were all part of the study's qualitative research design. Purposively chosen students who were classified as low emerging readers made up the participants. Braun and Clarke's Thematic Analysis Model was used to analyze the data, and peer debriefing and member checking were used to ensure credibility.
The findings revealed that learners’ reading difficulties were mainly influenced by early reading instructional gaps, poor parental support, and negative peer interactions. These factors resulted in persistent challenges in decoding, fluency, and comprehension, which negatively affected their academic performance and self-esteem. Learners experienced poor comprehension, avoidance of reading tasks, reading anxiety, and negative psychosocial experiences such as embarrassment and low confidence. Despite these challenges, learners showed motivation to improve and responded positively to structured and supportive reading interventions.
Based on the findings, the study recommends strengthening reading intervention programs such as ARAL through systematic phonics instruction, guided and multisensory reading activities, and the creation of supportive classroom environments. It also emphasizes the importance of enhancing home–school collaboration to support learners’ reading development. Continuous teacher training and regular monitoring of learners’ progress are further recommended to ensure effective and responsive literacy instruction for low emerging readers.
Keywords: Early reading instructional gaps, Poor parental support poor comprehension, Reading anxiety, Embarassment and Low confidence
https://zenodo.org/records/21308181
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