Unlocking the Secrets of Reading Proficiency in the Philippines: A Comprehensive Research Study
Reading proficiency is an essential skill that plays an enormous role in shaping an individual’s life both academically and professionally. It allows people to access information, gain knowledge, and become active participants in society. However, in the Philippines, reading proficiency has been a significant problem for students for several years, which is a cause of concern.
The Philippine Department of Education’s 2018 report states that only 58% of Grade 3 students can read in both Filipino and English. But, what are the reasons behind this? Researchers have suggested several variables, including socio-economic status, teacher quality, language, and instructional strategies, among others.
Socio-Economic Status
Socio-economic status (SES), which includes family income, education, and social status, has a significant impact on reading proficiency. Children from low-income families often have limited access to reading materials, affecting their language development and reading comprehension. Moreover, inadequate accommodation is another factor. Students who have poor living conditions tend to concentrate more on their basic needs than developing literacy skills that may compromise their learning.
Teacher Quality
Teachers are the critical components in the development of students’ reading proficiency. The quality of a teacher’s instruction and teaching methods can significantly impact students’ literacy skills. Teachers who employ best teaching practices like activating student’s prior knowledge, explicit instruction, and continuous assessment, lead to better reading comprehension and fluency. Nevertheless, most educators lack formal training and knowledge regarding effective instruction in reading.
Language
Students in the Philippines learn to read and write in two languages: Filipino and English. In most situations, the language of instruction is English because English proficiency is deemed essential in the country’s job market. However, some students may find it challenging to learn in a language that they are not comfortable with, especially if their home language is different from the language of instruction. Moreover, language barriers affect students’ ability to comprehend texts, leading to poor reading performance.
Instructional Strategies
Instructional strategies used by teachers during reading instruction can significantly impact students’ reading skills’ development. Two commonly used methods are the whole language approach and phonics-based instruction. Whole language approach aims to teach children how to read by developing their oral language naturally. Phonics-based instruction, on the other hand, emphasises the relationship between sounds and written words, teaching students how to read words and connect them with meaning. Research suggests that phonics instruction is essential for developing strong reading skills.
Conclusion
In conclusion, enhancing reading proficiency among Filipino students require collaborative efforts between policymakers, school administrators, and teachers. A comprehensive approach that takes into consideration students’ socio-economic status, teacher quality, appropriate language of instruction, and effective instructional strategies is essential. Improving reading abilities is a crucial step towards academic success and employment opportunities in the future. By unlocking the secrets of reading proficiency in the Philippines, we can create a better future for the country.
References
DepEd K-12 Basic Education Curriculum. (n.d.). Department of Education. Retrieved August 24, 2021, from https://www.deped.gov.ph/k-to-12/basic-education-curriculum/
Eustaquio, J. (2018). Socioeconomic status and reading proficiency among Filipino students: An analysis of the PISA 2018 reading scores. Philippine Journal of Education, 97(1), 133–159.
Gonzalez, J. E. F., & Turley-Ames, K. J. (2018). The effectiveness of whole language in teaching reading skills to young children. Journal of Education and Learning, 7(2), 94–105.
National Reading Panel (U.S.), National Institute of Child Health and Human Development (U.S.). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development, National Institutes of Health.
