The Perceived Challenges in Reading of Learners: Basis for School Reading Programs

Literacy is crucial for academic achievement and quality of life. The Philippines faces significant reading difficulties, with 80% of fifteen-year-old students performing below minimum proficiency levels in reading according to PISA 2018. This has led the Department of Education to launch the 'Hamon: Bawat Bata Bumabasa' (3Bs Initiatives). This study in the Schools Division of Aurora assessed students' reading profiles and challenges to inform the development of school reading programs.

This mixed-method study used quantitative data to determine student reading levels (Grades 1-7 in the Schools Division of Aurora) and qualitative data to assess perceived challenges. Oral reading assessments in Filipino and English were conducted for 4056 Filipino and 4216 English reading profiles. Observations, interviews with school heads and teachers, and analysis of school district profiles (SDPCI) and school agendas for improving reading skills (SAIRS) were also used.

The study revealed that a majority of learners, particularly in Grade 1 (64.31% in Filipino), were at the frustration reading level. Many were also non-readers (13.55% in Grade 1 Filipino). The predominant challenge identified by school heads and teachers was improving learners' reading ability across all schools.

Three main underlying issues contributed to poor reading skills: 1. Non-mastery of reading elements: This includes lack of phonological awareness, poor alphabet knowledge, non-mastery of phonics, limited word recognition and vocabulary, poor fluency, and lack of comprehension. 2. Presence of learners-at-risk: Factors such as non-readers, poor learner health, inclusion of LSENs in regular classes without specific assessment, lack of interest in reading, insufficient teacher training in reading instruction, and frequent absenteeism contribute to this. 3. No culture of reading: This involves a lack of opportunities for independent reading, shortage of reading materials, insufficient guidance, absence of parent-teacher-learner partnerships, lack of teacher commitment/confidence, improper reading program implementation, and inadequate monitoring of progress during interventions.

Based on the findings, the study suggests three categories of reading literacy initiatives for contextualized curricula: 1. Literacy Program: Focuses on 'The Big Six' elements: Oral Language, Phonological Awareness, Phonics (explicit, systematic, synthetic approach, including sight words), Vocabulary (repeated exposure and explicit teaching), Fluency (accurate, expressive, and paced reading), and Comprehension (strategy toolkit including integrating new information, identifying salient content, and making predictions). 2. Individual Reading Recovery Program (IRRP): Modeled after the 'Catch Them Early' program, it involves one-on-one daily 30-45 minute tutoring sessions, informal diagnosis and monitoring using specific assessment tools (e.g., Book and Print Orientation, Phonetic Awareness Test), and reading aloud from varied picture and storybooks. The program's duration depends on the learner's progress. 3. Reading Enrichment/Enhancement Program: Includes profiling learners, creating contextualized reading curricula, establishing reading centers, activities like 'Readathon' and 'Drop Everything and Read,' using 'gate password' for reading encouragement, developing appropriate reading materials, capacity-building for reading teachers, and recognizing effective teachers and interventions.

The study concludes that a significant number of learners are at the frustration reading level, primarily due to non-mastery of reading elements, presence of at-risk learners, and a lack of reading culture. The proposed Literacy Program, Individual Reading Recovery Program, and Enrichment/Enhancement Program offer a basis for schools to develop contextualized reading initiatives to improve students' reading abilities. The study recommends that other school divisions conduct similar research to inform their own reading initiatives.