Abstract
Drawing upon Bronfenbrenner’s Bioecological System Theory in understanding these non-readers and the contributions of their systems on their reading skills performance, this study explored the experiences and coping strategies of non-reader learners living in Geographically Isolated and Disadvantaged Areas (GIDAs). A qualitative research method using narrative inquiry research design was employed to explore the narratives of the ten (10) participants of this study. The findings of the study revealed the non-readers’ struggles in their different systems affecting their reading skills performance. The finding also revealed asking for social support as their most common coping strategy to cope with their reading skills performance. The Bioecological System Theory gives light in understanding non-readers’ literacy status and experiences and how these are influenced by their different systems. Thus, the study recommended creating programs and projects that will cater to the academic needs of learners in GIDA and implementing programs and projects that will help uplift the socioeconomic status of people living in the areas.
