World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue X (October 2026), pp.338-339
Jollibeth G. Bueno
MAEd Student
Isabela Colleges, Inc.
Introduction
A learner’s difficulty in reading may arise from different skill gaps. Some pupils have difficulty recognizing words accurately, while others read aloud slowly or struggle to understand a passage. Assessment is most useful when it identifies these specific needs and helps teachers select appropriate instruction. Without a clear baseline, a remedial program may provide practice that is too easy, too difficult, or poorly matched to the learner’s needs.
This article examines the baseline reading difficulties documented among Grades 4 to 6 pupils of of selected private schools in Cauayan City for School Year 2024–2025.
The World Education Connect Multidisciplinary e-Publication is a reputable, refereed, and peer-reviewed international journal. It is dedicated to fostering academic excellence and promoting interdisciplinary research across diverse fields. The journal covers a wide range of topics, including education, psychology, science, technology, social sciences, humanities, and more, providing a platform for scholars and researchers to share their knowledge and insights.
In addition, the publication places a special emphasis on the promotion and development of the Filipino language, contributing to its growth and recognition in the global academic community.
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