Reading Difficulties and Cognitive Development of Junior High School Learners

Abstract

Reading difficulties are a persistent problem that affects individuals of all ages, genders, and socioeconomic backgrounds. Research conducted at Davao Oriental, randomly selected 120 junior high school teachers has shown that they are associated with deficits in various cognitive skills, such as working memory, attention, and phonological processing. This study aims to examine the relationship between reading difficulties and cognitive development using a quantitative approach. The findings of the study disclosed the domain of reading difficulties exerts a significant influence on cognitive development, phonological awareness, working memory, attention, and language comprehension. Furthermore, reading difficulties can hinder the development of vocabulary, background knowledge, and critical thinking skills, all of which are crucial for cognitive growth. Addressing reading difficulties is essential to support cognitive development. By implementing evidence-based interventions, providing explicit instruction, and creating a supportive learning environment, educators can help students overcome reading challenges and enhance their cognitive abilities. In conclusion, educators can implement effective strategies to address reading difficulties, thereby promoting cognitive growth, academic achievement, and lifelong learning skills in learners. The results and findings of this study will challenge future researchers to conduct a similar study that must be considered other factors could help new education system in the Philippines quality and valuable in all aspects.