Reading between the Lines: A Phenomenological Study on the Lived Experiences of Grade 7 Students with Functional Illiteracy in the Context of Academic Literacy Transition

Abstract

Introduction: Functional illiteracy refers to the condition in which individuals, despite having basic reading and writing skills, are unable to effectively comprehend, interpret, and apply written texts in real-life or academic contexts Aims: This study aimed to explore the lived experiences of Grade 7 students identified as functionally illiterate as they transitioned from elementary to junior high school, focusing on their academic, emotional, and social challenges. Study Design: A descriptive phenomenological research design was employed to capture authentic student experiences and insights. Place and Duration of Study: The study was conducted at Holy Child Central Colleges, Inc., South Cotabato, Philippines, during the academic year 2023–2024. Methodology: Ten Grade 7 students who exhibited characteristics of functional illiteracy were purposively selected as respondents. Data were gathered through in-depth interviews and analyzed using Braun and Clarke’s (2006) thematic analysis framework, which allowed the identification of recurring themes across student narratives. Results: The analysis revealed four major themes: (1) Silent Struggles and Hidden Shame – students masked their reading difficulties to avoid ridicule; (2) The Emotional Toll of Illiteracy – they experienced frustration, anxiety, and low self-esteem; (3) Coping Mechanisms in the Classroom – strategies included memorization, task avoidance, and reliance on peers; and (4) Longing for Support and Understanding – students emphasized the importance of empathetic teachers, individualized instruction, and safe learning Conclusion: Functional illiteracy had both academic and socio-emotional impacts on students’ classroom engagement and participation. The study highlighted the importance of learner-responsive interventions that address not only literacy skill gaps but also the emotional needs of learners. Creating safe, inclusive, and supportive educational environments is crucial for helping functionally illiterate students thrive during this critical stage of transition.