Reading Difficulties of Grade One Learners in Mother Tongue Based- Multi-lingual Education (MTB-MLE) in Relation to Performance: Basis for Intervention Plan.

This study investigates the reading difficulties encountered by Grade One learners in District 1 of the Schools Division of Bago City for the school year 2023-2024 and examines their impact on academic performance. Utilizing a descriptive-correlational research design, the study assessed 231 Grade One learners from five elementary schools using a modified Reading Difficulty Checklist. Findings indicate that learners experience moderate difficulties across five key areas of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension, with comprehension posing the greatest challenge. The study also reveals that demographic factors such as age, sex, parents' educational attainment, and family income significantly influence reading proficiency. Additionally, a strong correlation was found between reading difficulties and academic performance, highlighting the need for targeted intervention programs. Based on the results, an intervention plan is proposed to enhance reading skills and improve academic outcomes for young learners. [ABSTRACT FROM AUTHOR]