THE PERENNIAL PROBLEM: POOR READING ABILITY OF STUDENTS

ANNA LIZA A. DIZON

Reading is a fundamental skill that lays the foundation for academic success and lifelong learning. Now that the reading ability of the Filipino learners is highlighted in the PISA results, all options and strategies are geared towards the improvement of this rank. It is very unfortunate though that previous interventions did not produce positive results despite all the efforts made to improve the reading skills of the students. Now that DEPED is taking a higher gear to at least improve the country’s current rank by making the students familiarized with the type of test used in the PISA exams. The SOLO Taxonomy type of questioning during exams needs to be implemented in the periodic test. This, according to DEPED would somehow alleviate the students’ comprehension when it comes to test construction. But the poor reading ability of the students cannot only be blamed on one culprit, that is, comprehending the type of test, it does tell a lot more contributory factors to this perennial problem.

The students in the public schools have limited access to reading materials. Thus, the challenge of exposing students to a wide variety of reading material is next to impossible. Insufficient resources in schools and homes, as well as limited availability of libraries, hinder students from developing a reading habit. Another factor is the underinvestment in education. Inadequate funding for education can result in a lack of qualified teachers, outdated teaching materials, and inadequate infrastructure. These factors contribute to an overall subpar learning environment that negatively impacts reading development. Teachers play a crucial role in fostering a love for reading and improving literacy skills. However, inadequate training in effective teaching methodologies, especially for English language instruction, can impede their ability to enhance students’ reading proficiency. The emphasis on the rote memorization than on developing critical reading skills can lead to students struggling to understand and analyze texts. Aside from these mentioned factors, teachers could utilize technology to enhance reading instruction that can engage students and provide additional support for improving their reading skills.

Addressing the poor reading ability of students in the Philippines requires a multi-faceted approach that involves stakeholders at various levels. By addressing issues such as limited access to reading materials, underinvestment in education, insufficient teacher training, and the lack of focus on reading comprehension, DEPED can pave the way for more academically successful students in the Philippines.