Reading Difficulties of Grade 4 Learners in the Post-Pandemic

The post-pandemic era exacerbated the reading difficulties of learners due to disrupted learning, limited access to resources, and potential gaps in foundational skills. Along this premise, this study analyzed the level of reading difficulties of Grade 4 learners in the post-pandemic. Data needed for the descriptive study was collected from 155 respondents using a self–made 40–item questionnaire that passed the rigorous tests of validity and reliability. Across areas of concern, the level of reading difficulties of Grade 4 learners was found to be moderate. Further, a significant difference was found in respondents’ reading difficulties in word decoding, fluency, reading comprehension, and vocabulary when grouped according to parents’ educational attainment, family income, and number of siblings. However, no significant difference was found in groupings by fluency and sex. These findings call for technical assistance and workshops for teachers to equip them with techniques and strategies in teaching reading and creating a sustainable reading program that will capacitate and strengthen learners’ motivation towards reading, aiming to improve their skills in word decoding, fluency, reading comprehension, and vocabulary. Keywords: Language education, reading difficulties, word decoding and fluency, reading comprehension and vocabulary, Negros Occidental, Philippines