Learning Experiences of Frustrated-Level Readers in the Implementation of Self-Learning Modules in the New Normal Education

The turn of a single page is the beginning of knowledge. Reading is known as one of the most vital skills that a person should have. The aim of this descriptive qualitative phenomenological study was to explore the learning experiences of Frustrated -Level Readers in the implementation of self-learning modules. Insights, opinions and ideas were sought from ten (10) Grade 8 students through Key Informant Interview. Responses were recorded, transcribed, coded analyzed, and categorized into themes. Six emergent themes were generated, namely: (1) Increasing reading comprehension (2) Providing Filipino-English Dictionary (3) Enhancing interest in reading (4) Repeated reading (5) Acquiring support from teachers and parents (6) Providing supplemental learning resources. Findings revealed that the most challenging experiences met by the Frustrated -level Readers are the lack of comprehension and insufficient learning resources. With these findings, the school administrator and reading teachers should provide necessary learning strategies and supplementary resources to increase reading comprehension.