Low Reading Literacy Skills of Elementary Pupils in the Philippines: Systematic Review

This meta-synthesis reviewed 15 studies from 2013-2022 to identify factors affecting low reading literacy skills in Philippine elementary schools. Seven sub-themes emerged: lack of reading elements mastery, inclusion of learners-at-risk, lack of reading enthusiasm, teacher incompetence, shortage of reading materials and facilities, parental involvement, and student health. The study recommends a restructured reading program with constant progress monitoring and diagnosis.

Reading is fundamental for academic and life success, yet the Philippines consistently ranks lowest in reading proficiency, a problem exacerbated by the pandemic. Poor reading ability manifests as comprehension issues and pronunciation errors. Existing programs like 'Every Child A Reader Program (ECARP)' have shown limited effectiveness, as evidenced by the 2018 PISA results. This meta-synthesis aims to pinpoint the factors behind low reading literacy to inform the development of effective reading programs.

A meta-synthesis approach was used to analyze qualitative data. Studies from 2013-2022 were selected from Google Scholar, CrossRef, and OpenAlex databases using keywords like 'factors,' 'low reading,' and 'Philippines.' Inclusion criteria included qualitative research design, English language, and quality assessment using the CASP checklist. The PRISMA flow diagram guided the selection process.

The meta-theme identified was 'Factors Affecting the Low Reading Literacy Skills in Philippines’ Elementary Schools.' This meta-theme encompasses seven sub-themes crucial for understanding the problem, given the Philippines' poor performance in international reading assessments like PISA 2018. Identifying these influences is vital for developing effective educational strategies.

One significant factor is the non-mastery of basic reading elements such as phonological awareness, alphabet knowledge, phonics, word identification, vocabulary, fluency, and comprehension. Difficult text and slow decoding also contribute to this issue, highlighting the complex nature of reading as a process involving sensation, perception, and integration.

The presence of 'learners-at-risk,' including non-readers and those with special educational needs (LSENs), in regular classrooms without adequate support or differentiated instruction, contributes to low reading literacy. Despite regulations (DepEd Order No. 45, s. 2002), students often advance without mastering basic literacy, perpetuating reading difficulties.

Many Filipino students lack motivation and interest in reading, partly due to the evolving technological landscape. Low self-esteem among struggling readers, coupled with limited exposure to books and reading environments, hinders engagement. This disinterest affects performance across subjects like science, math, and English.

Teacher incompetence is a critical factor, with some teachers preferring shortcuts and lacking adequate training or experience in teaching reading effectively. New teachers may not know how to teach reading, while experienced ones stick to outdated methods. Lack of continuous professional development and inconsistent monitoring of student progress further compound the problem.

Many schools, especially in rural areas, lack sufficient and varied reading materials such as grade-level appropriate storybooks and picture books. The absence of inviting reading areas and a diverse range of texts discourages independent reading practice, which is essential for improving reading ability and preventing boredom.

Parental involvement significantly impacts a child's reading development. Factors like lack of home follow-up, parents' own reading attitudes, and the home literacy environment (HLE) influence a child's reading skills. Greater parental engagement, including shared reading habits and exposure to books, leads to better reading outcomes.

Students' physical and mental health are crucial for reading readiness and learning. Mental imbalances, often linked to poverty, family dysfunction, or bullying, can hinder a child's ability to comprehend and articulate. Poor health impairs information absorption and self-confidence, making effective learning challenging.

The decline in students' reading abilities presents a major educational crisis in the Philippines. The identified factors directly contribute to poor academic performance. To address this, a restructured reading program featuring continuous progress monitoring and reading diagnosis is essential for Philippine elementary schools.