FACTORS CAUSING THE READING DIFFICULTIES OF GRADE 7 STUDENTS

A Research Paper
presented to
the Faculty of the Senior High School Department
Salvacion National High School

In partial fulfillment
of the requirements for the subject
Practical Research l

Edrian Catalan
Monica Bania
Marmel Evangelista
Ailen Binocas
Keysha Sy-Reyes
Maybel Mocha
Antonio Guamos

GAS-11
2018-2019
 Acknowledgement

We would like to express our deepest appreciation for those who provided

the needs of our research, the cooperation, the efforts, knowledge that shared to us by

the following:

To Mrs. Lakshmi Orticio as our subject teacher in PR1 for the best effort to

make our research successful. Also for always reminding us on what we are going to

do.

To our adviser in PR1 Ms. Riza Macasinag, we are thankful for giving us

more information about our research. Also for making your time available when we need

you, for always here to support us in our research.

To our parents, for being the source of our hope, inspiration and for

helping and supporting us morally and financially.

And most of all, we give our full of thanks and gratitude to the almighty

God, our savior in our life. The one who gave us knowledge, strength, and guidance

while we are doing this research.

2
 TABLE OF CONTENTS

Contents Page

Acknowledgement 2

Chapter 1: The Problem 5

Introduction 5

Statement of the problem 6

Scope and Delimitation 7

Significance of the Study 7

Chapter 2: Review of Related Literature and Studies 9

Review of Related Literature 9

Review of Related Study 11

Theoretical Framework 15

Conceptual Framework 21

Definition of Terms 22

Chapter 3: Research Design and Methodology 24

Research Design 24

Data Gathering Procedure 25

Sources of Data 25

Instrumentations 26

Statistical Treatment 26

3
Reference 27

Instrumentation 29

4
 Chapter 1

THE PROBLEM

Introduction

Learning to read is an essential part of basic education. It has

been said that reading is the primary avenue to knowledge (Stern and Gould,

1995). It is the cornerstone of education and the foundation of lifelong learning.

In Edward William Dolch’s 1951 book “Psychology and Teaching of Reading”,

reading was defined as “imagining, thinking, and feeling about ideas and

thoughts made from past experiences that are suggested by perception of

printed words. “ Reading, as asserted by the author, is an activity that requires

the different capabilities of the mind, as the reader processes words and their

meanings.

Reading is fundamental to functioning in today’s society. It is

important because it helps us discover new things. Books, magazines, and even

the internet are great learning tools which require the ability to read and

understand what is read. A person who knows how to read can educate

themselves in any area of life they are interested in.

We live in an age where we overflow with information, but reading

is the main way to take advantage of it. The possibilities are endless when one

can read.

5
 Learning to read is not only beneficial in terms of academics ,

though, as Dolch explains. It can also help the improvement of relationships with

other people across interests and cultures, as readers come across books that

“put on into the life and feelings and experiences of men and women of all

occupation” .

In contrast, schools have encountered problems in reading of students.

Salvacion National High School students are suffering from reading difficulties so that

the researchers were able to find the cause and the recommendation to resolve this

problem.

The researchers would like to determine the reading difficulties

encountered by Grade 7 students of Salvacion National High School. The main

purpose of this study is to determine what support and type of intervention

would be most beneficial for students dealing with the reading difficulties.

Statement of the Problem:

This research aims to identify the factors causing reading difficulties

among grade 7 students. This research seeks to answer the following questions:

1.) What are the number of Grade 7 students with reading difficulties?

2.) What are the factors causing the reading difficulties of Grade 7 students?

3.) What are the possible recommendations which may be proposed in order

to help the Grade 7 in reading difficulties?

6
Scope and Delimitation

This study will be conducted in Salvacion National High School,

Salvacion, Pilar, Sorsogon. The focus of this study will be on the possible causes

of reading difficulties of the Grade 7 students in English. A number of students per

section will be selected by random sampling method as respondents of the

study.

This study will not cover other difficulties that are not connected

and considered as reading difficulties. The other students that are not included

on the selected Grade 7 students are also not included on the scope.

Significance of the Study:

This study aims to conduct an understanding on the causes of

reading difficulties. Specifically, the result of this study will be a great help to

teachers, students, parents, administrators, and researchers.

Students. This study helps them to achieve further understanding in

their discussion about reading comprehension.

Parents. It will help them to give their children awareness in their

study. They could provide appropriate guidance throughout their proper advice

and a supported home environment.

Teachers. The result of this study will give to them an idea on how

to help their students read correctly by motivation and improvisation.

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 Administrators. The result may help the researcher understand better

her/his role and the behavior of students with reading disabilities and difficulties

that would serve as basis in giving proper instruction and parental guidance to

the Grade 7 students.

8
 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter includes the review and discussion of the related literature

and studies which have bearing to factors causing the reading difficulties of grade 7

students. Also included are the synthesis of the art, gap to be bridged by the study,

theoretical framework and paradigm, conceptual framework, and definition of terms.

Related Literature

There are many researches already conducted about the performance of

students in the class, usually in the English subject. Most of these researches attempted

to improve or enhance the reading skills and reading comprehension.

According to McNamara and Graesser (2007) in their book “Reading

Comprehension Strategies”, reading is an extraordinary achievement when one

considers the number of levels and components that must be mastered. Also, they said

that deep comprehension of the sentences requires the construction of referents of

nouns, a discourse focus, presuppositions, and plausible inference. The reader needs

to distinguish given versus new information in the text and implicitly acknowledge what

is shared among most readers in a community (called the common ground). At more

9
global levels, the reader needs to identify the genre, rhetorical structure, plot,

perspective of different characters, narrator, theme, story point, and sometimes the

attitude of the author. The coding, interpretation, and construction of all of these levels

are effortlessly achieved at a rate of 250 to 400 words per minute by a proficient adult

reader.

In contrast, many students are trying hard to learn reading but they have

some difficulties and they can’t make reading right and clear. In Hulme’s book “Reading

Disorders and Dyslexia), there are 2 distinct forms of reading disorder in children;

dyslexia (a difficulty in learning to translate print into speech) and reading

comprehension impairment. Both forms of reading problems appear to be

predominantly caused by deficits in underlying oral language skills. Implications for

screening and for the delivery of robust interventions for language and reading are

discussed.

However, there are some requirements and recommendations needed in

order to prevent and conceptualize the reading disorders. In Snowling and Hayiou-

Thomas’ book in 2006 “The dyslexia spectrum: Continuities between reading, speech,

and language impairments”, DVM Bishop and MJ Snowling (2004) proposed that 2

dimensions of language are required to conceptualize the relationship between dyslexia

and specific language impairment: phonological skills and wider language skills beyond

phonology (grammatical, semantic, and pragmatic skills). They also discuss the

commonalities between reading and language disorders within the context of a model of

reading development that posits phonological skills are a critical foundation for learning

to read.

10
 Moreover, in the book “Effective Reading Comprehension Instruction for

Students with Learning Disabilities” by Graham and Bellert (2005), the lack of clear

scientific evidence on the effectiveness of parent involvement in children’s reading

acquisition has also the effect on reading difficulties and disabilities so that they

conducted an analysis that aims to inform those working in family literacy and related

fields so that they may better equip parents to support their children’s literacy

development.

Therefore, as the Philippines suffers from the literary and reading

disabilities, there is also recommendations and interventions in order to develop the

literary and reading skills. In Cayubit’s book “The Assessment Handbook” (2012), a

Filipino child needs to develop higher order skills and functional literacy. It is given that

any Filipino child with sufficient reading skills would have greater chances of success in

school compared to a child whose reading skills are poor and more often than not,

those with poor reading skills when assessed properly are diagnosed with reading

disability. Poor reading skill is manifested with poor comprehension, wrong

pronunciations, among others. If no proper intervention is administered early, it could

affect the academic, social and psychological development of the child. As such, proper

and correct diagnosis of reading disability as early as possible appears to be essential.

11
Related Studies

Faghih and Bagheri (2012) studied an analysis that aimed at investigating

the relationship between self-esteem, personality type, and reading comprehension of

Iranian EFL student. They found out that there was a positive relationship between

overall self-esteem and personality type. In contrast, positive relationship between

situational and task self-esteem with reading comprehension were shown but there

wasn’t a significance relationship between global self-esteem in reading

comprehension.

The study of Faghih and Bagheri is related to the present study since the

result of their study shows that there is no significance relationship in their personality

type and self-esteem. It can help this study in finding other factors causing reading

difficulties however, it will not include the personality type and self esteem of the

respondents.

Furthermore, Aunola, Nurmi, Niemi, Lerkkanen, and Rasku‐ Puttonen

(2002) study investigates the developmental dynamics between children’s achievement

strategies, reading performance, and parental beliefs, by using longitudinal data. The

results showed that parent’s belief in their children’s general school competence

predicted their children’s use of task-avoidance, which further predicted the children’s

high level of reading performance. Moreover, children’s use of task-focused

achievement strategy increased parent’s high beliefs in their children’s general

compete, whereas the children’s reading performance was reflected in their parent’s

skill-specific beliefs.

12
 The study of Aunola et al. has relationship in the present study because

their study can help as hint of intervention in the remediation process, moreover

parent's skill-specific belief as factor that affects reading performance of Grade 7

struggling readers serves as their guide in high level of strategy in reading

comprehension.

Meanwhile, in Carrell’s study (2006) stated that research in native

(English) and non-native (ESL) reading comprehension has shown that the ability to

understand texts is based not only on the comprehender’s linguistic knowledge, but also

on general knowledge of the world and the extent to which that knowledge is activated

during processing. The study also showed the individual and interactive effects of these

three separate variables on the reading comprehension of both native (English) and

non-native (ESL) readers. Separate components of background knowledge which have

been identified in the literature are: (1) prior knowledge in the content area of the text

(familiar vs. novel); (2) prior knowledge that the text is about the particular content area

(context vs. no context); and (3) degree to which the lexical items in the text reveal the

content area (transparent vs. opaque). Results indicate that, unlike native speakers for

whom all three components of background knowledge play a significant role in reading,

understanding, and recalling a text, nonnative readers show virtually no significant

effects of background knowledge. Furthermore, also unlike native readers, non-native

readers appear not to have a good sense of how easy or difficult a text is for them to

understand. These findings are discussed in relation to schema-theoretical views of

reading as an interactive process between the text and the reader, and in relation to

their implications for ESL reading pedagogy.

13
 Carrell's study has relation in the present study so that the result that

shows the prior knowledge of respondents can be a way or hint in high level

performance in reading comprehension.

Similarly, Talley (2017) studied on the most effective teaching strategies

that are implemented in the classroom to meet the needs of struggling readers, to find

activities that motivate struggling readers, and to investigate the role of teachers in the

development of struggling readers. Their study was guided by teacher perceptions of

instructional strategies to include reading time, small groups, use of one text, and

reading strategies that motivate struggling readers. Their study also concluded that

reading instruction changes when a struggling reader is introduced to multiple grouping

strategies, vocabulary instruction, and comprehension strategies that are embedded in

the instruction. The findings of the study identified that games, group work, high interest

texts, and plays or poetry influence struggling readers to engage in the process of

reading.

The study of Talley is related to this study because it includes strategies

that meets the needs of struggling readers, thus it shows hint in their findings and it will

be a help if the researchers of this study will make an intervention and remediation

process based on the instruction and strategies by the help of teachers.

However, Burton (2013) studied and examined how teachers and parents

in one school district in the Philippines understand and enact MTB-MLE. Teacher’s and

parent’s knowledge, beliefs, and practices were studied to identify how national

language policy is appropriated at the ground level. In addition, the challenges to policy

implementation were explored and analyzed. Results from this study indicated the

14
teacher’s and parent’s views of MTB-MLE focused on the short-term benefits of the

policy and the long-term disadvantages. The implications of this findings revolve around

the way in which language policy is managed. Rather than a top-down approach that

does not consider the local context, language policy must be implemented through

interactions between the top and bottom.

The study of Burton has connection to the present study since it was here

in the Philippines and it will be a help because of the guide from their study that

language policy will be implemented as the researchers will find more implications in

developing readers competencies.

Theoretical Framework

Reading is one of skills which has to be mastered by students. On the

other hand, many theories about reading have been formed and still are being

developed by the theorists. The researcher of this study found out the relation between

reading and Barlett's (1932) Schema Theory. As cited by Seymour (2017), Schema

Theory is an explanation of how readers use prior knowledge to comprehend and learn

from text (Rumelhart, 1980). The term "schema" was first used in psychology by Barlett

as "an active organization of past reactions or experiences" (1932), later schema was

introduced in reading by Rumelhalt (1980), Carrell (1981) and Hudson (1982) when

discussing the important role of background knowledge in reading comprehension (all

cited in An, 2013). The fundamental principle of the schema theory assumes that written

text does not carry meaning by itself. Rather, a text only provides directions for readers

15
as to how they should retrieve or construct meaning from their own previously acquired

knowledge (An, 2013). According to schema theory, comprehending a text is an

interactive process between the reader’s background knowledge and the text. Efficient

comprehension requires the ability to relate the textual material to one's own

knowledge. As Anderson (1977) point out, "every act of comprehension involves one’s

knowledge of the world as well".

Reading comprehension operates in two directions, from bottom up to the

top and from the top down to the bottom of the hierarchy. Bottom-up processing is

activated by specific data from the text, while top-down processing starts with general to

confirm these predictions. These two kinds of processing are occurring simultaneously

and interactively, which adds to the concept of interaction or comprehension between

bottom-up and top-down processes (Carrel and Eiserhold, 1983. Cited in An, 2013).

Reading comprehension is the ability to process information that we have

read and to understand its meaning. The three levels of comprehension are the literal

level, inferential level and the critical/evaluative level.

The Literal Level: It is simply what the text says and what actually

happens in the story. This is a very important level of understanding because it provides

the foundation for more advanced comprehension. It focuses on reading the passages,

hearing the words or viewing the images. It involves identifying the important and

essential information. With guidance, students can distinguish between the important

and less important ideas.

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 The Inferential Level: It involves determining what the text means.

Determining inferential meaning requires you to think about the text and draw a

conclusion. the focus shifts to reading between the lines, looking at what is implied by

the material under study. It requires students to combine pieces of information in order

to make inferences about the author's intent and message.

Guiding students to recognize these perceived relationships promotes

understanding and decreases the risk of being overwhelmed by the complexities of the

text being view, heard or read.

The Critical Level: In this level we are analyzing or synthesizing

information and applying it to other information. Understandings at the literal and

interpretive levels are combined, reorganized and restructured at the critical level to

express opinions, draw new insights and develop fresh ideas. Guiding students through

the applied level shows them how to synthesize information, to read between the lines

and to develop a deeper understanding of the concepts, principles, and implications

presented in the text.

Comprehension Skills

Sequencing: Sequencing refers to the identification of the components of

a story, such as the beginning, middle, and end, and also to the ability to retell the

events within a given text in the order in which they occurred. The ability to sequence

events in a text is a key comprehension strategy, especially for narrative texts.

Graphic Organizer: A graphic organizer, also known as knowledge map,

concept map, story map, cognitive organizer, advance organizer, or concept diagram, is

17
a communication tool that uses visual symbols to express knowledge, concepts,

thoughts, or ideas, and the relationships between them.

This present study also relates and has significance in Rumelhart's (1977)

Interactive Reading Model. As cited by Anthony (2018), the interactive reading model,

as developed by David E. Rumelhart in 1977, describes a reading process and the way

linguistic elements are processed and interpreted by the brain. The model combines

both surface structure systems, such as the sensory, bottom-up portion of reading with

deep structure systems, such as the thinking, or top-down, aspects of reading to build

meaning and memory for all learners. Readers use both knowledge of word structure

and background knowledge to interpret the texts they read. For example, a student who

encounters an unknown word might use surface structure systems like graphophonic, or

letter-sound, knowledge to decode the word. A different student might find it easier to

use deep structure systems like semantic knowledge, such as meaning and vocabulary,

to decode the same unknown word. Each student makes connections in different ways.

This process validates and supports both methods of understanding, realizing that

individuals process information in very different ways.

Surface structure processing, also known as bottom-up processing, is the

sensory portion of reading. This method of understanding uses knowledge of letter-

sound relationships, lexical or word knowledge and syntactic or contextual

understanding of the text to make meaning of previously unknown material. This type of

processing can be assisted by the teaching of phonemic awareness and sentence

structure skills.

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 Students who use only surface structure approaches to understanding

often find it difficult to comprehend the text.

Deep structure processing, also known as top-down processing, is the

thinking aspect of reading. This method employs vocabulary knowledge, background

knowledge and social construction to derive meaning from text. This type of processing

is often easier for poor readers who might have trouble with word recognition but have

knowledge of the text topic. Vocabulary instruction is imperative for these learners to

build a larger pool of knowledge on which to draw when faced with unknown text.

The most evident benefit of this model is the opportunity for the

differentiation that it provides students. Students are not required to fit into a set mold or

have identical skill sets to decode and interpret text. They are encouraged to use their

own strengths to gain understanding and new information. When used in the classroom

setting, students should be encouraged to share their knowledge with classmates or

peers. This model allows the reader to bring its own background knowledge to reading

and to interact with others to build meaning and memory from the text.

In this 2 theories, the ideas presented will contribute to the study in which

leads to the development of the intervention of applying the knowledge they may gain in

the remediation process.

And applying this knowledge by the learners will definitely lead into

learning of reading comprehension and intervention to reading disorders and difficulties.

(see figure 1.1.)

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Barlett's Schema Theory(1932)
- efficient comprehension
- identifies important information Rumelhart's Interactive Theory
- analization (1977)
- interpretation of a text
- synthesizing the text - automatic recognition of words
- sequencing - using of context clues
- expresses knowledge, ideas - prediction
- express opinions

Application to Grade 7 students

Knowledge About
Reading
Difficulties And
Improvised
Reading
Comprehension

Figure 1.1. Theoretical Framework

20
Conceptual Framework

The concept of this study is to enhance the reading comprehension of the

Grade 7 in English. It also visualizes the ways and stages that helps the student

overcome their reading difficulties and enhance their skills in reading comprehension. In

this study, the researchers attempted to identify the reading difficulties of Grade 7

students of Salvacion National High School in reading in English and the factors that

causing reading difficulties and poor reading performance which may have contributed

to them will also be determined. Thus, the result will help the researchers determine and

identify the possible recommendations and remediate their difficulties in reading

comprehension. (see figure 1.2 .)

Students Current
Status In Reading
And Their Reading
Teaching Strategies
Difficulties Based
On Their Learning
Outcomes

Possible
Recommendations
or Remediation
Process

Enhanced Skills in
Reading

Figure 1.2. Conceptual Framework

21
Definition of Terms

The following terms have been defined to be clarified in the study.

Dyslexia. It is a learning difficulty that can cause problems with reading,

writing and spelling. In the present study, it refers to a reading difficulty of students

found out by researchers in related study.

Factors. It refers to one of the things that affects an event, decision, or

situation. In this study, it refers to variables causing and contributing to reading

difficulties of the Grade 7 struggling readers in English of Salvacion National High

School.

Framework. It refers to the structure that can hold or support a theory of a

research study. In this study, there are 2 types of framework such as theoretical and

conceptual framework. It refers to the formula that supports the Schema and Interactive

Reading Theory that will teach the students in remediation process to enhance reading

comprehension.

Grammar. It refers to the set of structural rules governing the

compositions of clauses, phrases, and any words in any given natural language. In this

study, the grammar serves as one of the tests that shows their understanding about

correcting of phrases or sentences by means of phonology, morphology, etc.

Reading Comprehension. It refers to the ability to process text,

understand its meaning, and to integrate with what the reader already knows. In this

study, it refers to the knowledge of Grade 7 readers in processing the text on their mind

and understand its meaning and definition by themselves.

22
 Reading Difficulties. It refers to the deficiency in a person’s fluent use

and comprehension of written language. In this study, this refers to the causes of poor

reading performance of Grade 7 struggling readers and lack of understanding in

translating text into speech.

Theories. It refers to the supposition or a system of ideas intended to

explain something. In this study, it refers to the ideas of the theorists that are getting

developed and still developed by them. This supports the present study in having

development in the reading comprehension of Grade 7 struggling readers of Salvacion

National High School.

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 Chapter 3

RESEARCH DESIGN AND METHODOLOGY

This chapter presents the research design and methodology employed in

this study. It also includes the source of data, the data gathering procedure, and the

research instruments to be employed in the course of the study.

Research Design

Descriptive-qualitative method of research will be employed in this study,

in which these two method will use a survey-questionnaire and test. Descriptive in a

way that it will focus on finding out the performance of the students in understanding a

text. Qualitative as it will identify the principles, theories and other things that can help to

utilize the development of the selected Grade 7 students in terms in reading

comprehension.

Survey-questionnaire will also utilized to determine the factors which may

have contributed to the reading difficulty of the Grade 7 students. Furthermore, for the

purpose of determining the reading difficulties in English reading of the Grade 7

students will also be used by the researcher in identifying possible recommendations

and interventions for enhancing the reading skills and resolve their difficulty and

impairment.

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Data Gathering Procedure

To start the data gathering of the study, the first step to be taken is to ask

a permission from the teacher of the class to gather data. Upon the consent of the

Grade 7 English teacher, the respondents will be identified by their performance in

understanding the English subject. The preparation of the questionnaire is based from

the statement of the problem of the study will follow. The questionnaire will be reviewed

by the research adviser and fellow English teacher of the researcher to ensure the

validity of the survey-questionnaire before to conduct an assessment. Developing the

survey-questionnaire for the students will follow to identify the comprehension or

understanding in terms in English Language. The result, conclusion, and findings from

the conducted test (survey-questionnaire) will be considered as a basis for planning and

constructing the recommendations and interventions on reading difficulty of Grade 7

students of Salvacion National High School.

Sources of Data

The primary sources of data in the study are the randomly selected Grade

7 students of Salvacion National High School to identify the reading difficulties for the

school year 2018-2019. The study will treat the Grade 7 students as respondents of the

study. Moreover, the result of the survey-questionnaire(answered by the selected Grade

7 students) will also be treated as sources of data in the study. The result of the said

instruments will help the researcher to identify the factors that contributed in reading

difficulty of the respondents. Findings will be considered in determining the possible

25
recommendations for the remediation and intervention in reading difficulty of Grade 7

students to address the problem.

Instrumentation

A survey-questionnaire will be given to the selected Grade 7 students to

gather informations about the factors which may have affected their performance in

reading. The first part of the survey-questionnaire will be the profile of the respondents,

the second part will determine the reading difficulties in English, while the last part of the

survey-questionnaire is the factors contributing and causing reading difficulties that

encountered by the selected Grade 7 students based on their learning outcomes.

Moreover, this will be presented to the adviser and experts in English for

comments, corrections, and the suggestion on the content.

Statistical Treatment

In this study, the researcher will employ statistical tools in order to validate

the descriptive presentation and interpretation of the data to be gathered.

Frequencies and percentages shall be used to determine the factors

causing reading difficulties to the Grade 7 students of Salvacion National High School.

The formula in determining the percentage:

% = Part x 100

Whole

26
Where: part = frequency (f) or actual number of respondents or responses answered

in the specific item.

Whole = the total number of respondents or responses

References

Aunola et al. (2002). Research Quarterly. https://scholar.google.com

Burton (2013). Mother Tongue Based-Multilingual Education in the

Philippines: Studying Top-Down Policy Implementation from the Bottom Up.

https://conservancy.umn.edu

Carrell (2006). Language Learning 33. https://www.researchgate.net

Cayubit (2012). The Assessment Handbook. https://www.researchgate.net

Faghih & Bagheri (2012). Theory and Practice Language Studies Reading

2. https://www.researchgate.net

Graham et al. (2005). Effective Reading Comprehension Instruction for

Students with Learning Disabilities. www.researchgate.net

Hulme et al. (2019) Reading Disorders and Dyslexia.

www.ncbi.nlm.nih.gov

27
 McNamara & Graesser (2007). Reading Comprehension Strategies.

https://books.google.com

Snowling et al. (2006). The Dyslexia Spectrum: Continuities between

Reading, Speech, and Language Impairment. https://psycnet.apa.org

Talley (2017). Best Teaching Strategies to help Struggling Readers.

https://www.cn.edu

28
 SURVEY QUESTIONAIRE ON FACTORS CAUSING READING DIFFICULTIES
AMONG GRADE 7 STUDENTS

PART I. DEMOGRAPHIC PROFILE OF THE RESPONDENTS

NAME:
DATE:
SECTION:  Venus  Earth  Mars  Jupiter  Saturn  Uranus  Mercury
GENDER:  Male
Female
AGE:
 11-12
 13-14
 15-16
 17-ABOVE
PART II. FACTORS THAT CONTRIBUTED TO THE READING DIFFICULTY
Directions: Check the box  if it corresponds to your best answer.

A. Home Environment Factors

1. My parents are illiterate and undergraduate so that I can’t learn to read.
 Yes  No  Maybe
2. The household chores affects my practice to learn reading.
 Yes  No  Maybe
3. The sibling’s behavior affects the students to have reading difficulties.
 Yes  No  Maybe
4. I am lazy so that I can’t learn reading.
 Yes  No  Maybe
5. We are poor so that I don’t know how to read.
 Yes  No  Maybe

29
B. School Environment Factors
1. My teachers’ strategy of teaching affects my reading ability.
 Yes  No  Maybe
2. The projects stops my learning session of reading so that I have difficulty to read
 Yes  No  Maybe

3. My classmates’ behavior affects my learning session of reading.

 Yes  No  Maybe
4. I don’t participate in reading activity so that I can’t learn and improve my reading
ability.
 Yes  No  Maybe
5. I spent less time in reading so that I can’t develop and improve my reading ability.
 Yes  No  Maybe

C. Social Environment Factor

1. I get bullied when I try to read.
 Yes  No  Maybe
2. I have vices (smoking, drinking alcohol, drugs) so that I can’t manage myself to read.
 Yes  No  Maybe
3. I am working so that I don’t have time to learn reading.
 Yes  No  Maybe
4. I’m in a relationship so that I don’t learn reading.
 Yes  No  Maybe
5. I don’t really want to learn reading.
 Yes  No  Maybe
Others, please specify:

30