Reading Challenges Among Special Need Education Learners and Their Level of Reading Comprehension

The study sought to find out the influence of reading challenges on the level of reading comprehension of learners in the special needs education of Cugman and East City Central School in the Division of Cagayan de Oro City for the School Year 2024-2025. The descriptive-correlational research method was utilized, and the Statistical tools used in the study were the mean value to determine the extent of reading challenges and learners’ reading comprehension. Pearson's r was utilized to ascertain the significant relationship between the reading challenges and the reading comprehension of special needs education learners. Further, it was found that learners had difficulty with reading comprehension and could not tell someone about the story being read. It was also found that reading challenges do not influence or are not significantly related to learners’ level of reading comprehension. As a summary, to address learners’ struggle to maintain focus on reading, it was recommended that teachers should utilize adaptive teaching strategies or multimodal approaches that use audiobooks, visual aids, and discussions in order to bypass specific challenges; to offer targeted interventions in intensifying learners’ level of reading comprehension, teachers need to introduce language processing teaching techniques and enhance learners’ critical thinking skills.