Reading difficulties and their influence on reading fluency among Grade 2 pupils in Solana, Cagayan

Abstract

Reading proficiency during the primary grades is fundamental to learners’ academic success because it serves as the foundation for comprehension and lifelong learning. Despite the implementation of school-based reading programs, limited local evidence exists on the nature of reading difficulties and the factors influencing reading fluency among Grade 2 pupils in the elementary school districts of Solana, Cagayan. This study determined the reading difficulties experienced by Grade 2 pupils, examined the prevalence of these difficulties, assessed their effects on reading fluency, identified the factors influencing reading fluency, and evaluated the interventions employed by teachers. The study utilized a descriptive-normative research design involving 34 Grade 2 teachers selected through purposive sampling. Data were collected using a researcher-made questionnaire, documentary analysis, and unstructured interviews and analyzed using frequency, percentage, and weighted mean. The findings revealed that pupils often experienced reading difficulties, particularly in vocabulary knowledge, word recognition, and reading comprehension. These difficulties were prevalent among many pupils and had a high effect on reading fluency. Among the factors examined, instructional strategies exerted the greatest influence on reading fluency, followed by vocabulary acquisition and phonological awareness. The interventions implemented by teachers, particularly explicit phonics instruction, repeated reading, guided reading, vocabulary development, individualized instruction, and timely feedback, were found to be highly effective in supporting struggling readers. The study concludes that strengthening evidence-based literacy instruction and implementing sustained reading intervention programs are essential to improving the reading fluency of Grade 2 pupils and promoting long-term literacy development.