DepEd Memo No. 173 s. 2019 defined reading as “a complex process that involves both learning to decode texts and learning to make meaning from texts.”
To put it simply, we could categorize reading at a superficial level as the ability to recognize symbols and enunciate them, and reading at a deeper level for functionality or use as the ability to give meanings or understand what the symbols are trying to convey. Of course, the first is the prerequisite for the second.
I shall not deal with levels of reading and types of reading in this article. I only want to share what I think is the other side of the coin or other "could be" reasons for having learners experiencing difficulties readings texts supposedly average or easy at their level.
As a primary school teacher, I have been bombarded with information regarding struggling-readers (readers having difficulties in mixing sounds of letters in a word and those hard-up understand texts) at home and the issue that it is a nationwide occurrence, although the degree varies from place to place.
What I have observed is that we do have diagnostics for readers, we have overflowing suggestions on how to deal with those struggling, but there is not enough understanding or information given as to the causes of having such learners.
For example, we have lots of studies on pupils experiencing reading problems in the Philippines pointing out the necessity of guidance and importance of phonemic awareness (Bagolong & Usop, 2012; Alipusan 2019), using strategic activities such as directed reading, independent reading, and say something (Adapon & Mangila, 2020), and vocabulary drills (Dagsil, 2019) in teaching pupils.
There are also studies on challenges faced by teachers in teaching pupils struggling in their reading as well as on effective teaching practices in handling them.
One can check Google scholar and find many studies on struggling readers, but there are not many dealing with why we have readers who are hard up in enunciating words correctly and understanding texts being read when they are expected to, what causes this phenomenon, and whether such cause is similar in other places in the country.
The other side of the coin I am speaking of is the rarely asked question “why are the pupils not able to read well at the level they should when they are supposed to?” We should ask them, those teaching them, and those influencing them, "why?".
The sad part here, I think, is the lack of understanding of the struggling-readers problem from the perspective of the client and those immediately around them. Struggling readers might be caused by factors happening at home which demotivate them to learn or factors that could compete with their attention while learning.
There could also be factors which burden the teachers, like too much paper works, activities and seminars which take away their time and concentration in teaching the pupils to read – teachers only have 24 hours like everyone else. The more work you give them, the less time they can to give to their students.
There could be factors which influence them to forget about studying or reading and just play mobile games or watch videos and play with Facebook.
Reading is an activity that requires repetition, drills, and habit; hence the investment of time. Nevertheless, not much is being done to increase reading time. Logic tells us that the more time we spend on doing something correctly, the faster and the better we can master the skill.
It might be worth asking, how much time does a struggling reader spend trying to read or learning to read? Why can others do and why there are some who can’t?
The reading policies might become more effective if such questions are asked in the school where cases of struggling readers are found. Finding the factors that cause the struggling reader phenomenon can greatly aid in designing activities that are on target. The cause in one school might not be the same in another school.
I am optimistic something can be done, but as a teacher, I have rules and regulations to follow, paper works to finish on time or else I lose my job. I love my pupils and I wish I can give them more time.
LISTEN TO STATION 1 RADIO: CLICK ME
.png)
Comments