Measures Toward Reading Difficulties among Public Elementary School Learners at Patikul West District, Division of Sulu: Teacher’s Perspective

MADZLAN JAMDANI

doi:10.62596/xt7g2v33

Authors

MADZLAN J. JAMDANI Sulu State College Graduate Studies, Jolo, Sulu Author

DOI:

https://doi.org/10.62596/xt7g2v33

Keywords:

Measures, Reading, Difficulties, Elementary School Health programs

Abstract

This study aimed to assess the measures toward reading difficulties among Public Elementary School learners at Patikul West District, Division of Sulu, School year 2024-2025. In this study, the researcher employed the quantitative method or the descriptive-exploratory research design which is appropriate in ascertaining the measure towards reading difficulties among public elementary school learners as perceived by the teachers at Patikul West District, Division of Sulu. The setting of the study was the public elementary schools in Patikul West District, Division of Sulu. There are eleven (11) elementary schools and three (3) primary schools with 146 teachers. The result indicated that most teachers in Patikul West District were female, aged 31 and above, with a Bachelor’s degree and under 10 years of service. They agreed on using literacy goals, classroom strategies, and supplementary instruction to address reading difficulties but only moderately agreed on problem identification. No significant differences were found based on teachers’ demographics, showing consistent perceptions across groups. Strong correlations existed among literacy goals, classroom strategies, and supplementary instruction, while correlations with problem identification were weak. The findings support the Dual-Route Cascaded Model and highlight the need to improve early identification of reading challenges.

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