ABSTRACT
This study utilized a qualitative method using in-depth interviews, and the design was phenomenology. It was found that the experiences of learners in classroom reading activities included engaging and enjoyable interactions, development of language skills, collaboration and peer interaction, and personal growth and motivation, while teachers’ experiences involved diverse learners’ needs and abilities, strategies and approaches in reading instruction, and rewarding experiences. As for the challenges, learners encountered language difficulties, group dynamics and participation issues, and reading engagement problems. Meanwhile, teachers had issues with student engagement and motivation, language difficulties, and time constraints. To manage challenges, learners observed practice and repetition, help-seeking and collaboration, use of reading strategies and techniques, and attitude and mindset adjustment. Moreover, teachers emphasized the importance of incorporating diverse strategies, using incentives and motivation, and applying foundational reading methods. In line with the findings, a contextualized reading project was formulated to improve literacy among the youth.
Keywords: Experiences, Learners, Teachers, Classroom Reading Activities, Contextualized Reading Project
INTRODUCTION
Reading involves decoding texts and making meaning from them. It plays an essential role in one’s success in school serving as a prerequisite of all learning areas and a gateway to learn different subjects. When a learner struggles with reading, they may also face challenges across all subject areas (Tomas et al., 2021). In the teaching and learning continuum, reading has long been indispensable. It enables learners to understand subject content, solve problems, analyze texts, conduct research, and allows teachers to prepare and deliver effective lessons. At the heart of education, reading is a skill that every learner should possess as it, indeed, has a direct relationship with academic achievement. Therefore, providing learners with literacy opportunities should be one salient goal of today’s education.
Several studies, however, noted that students in the Philippines face challenges in reading. The PISA (Programme for International Student Assessment) 2022 results revealed that “Some 24% of students in the Philippines attained Level 2 or higher in reading (OECD average: 74%). At a minimum, these students can identify the main idea in a text of moderate length, find information based on explicit, though sometimes complex criteria, and can reflect on the purpose and form of texts when explicitly directed to do so” (Organisation for Economic Co-operation and Development, 2023).
Further, in a study conducted by Tomas et al. (2021), results showed that majority, that is 73.24%, of 4,216 English reading profiles of Grade 1-7 learners were at the frustration level. The perceived causes, they noted, were non-mastery of the elements of reading, presence of learners-at-risk, and no culture for reading.
The issues concerning the reading performance of Filipino learners are attributed, but not limited to, COVID-19 pandemic threat, challenges brought by digital era, lack of access to quality learning materials, inadequate teacher training, and learners' low motivation and engagement.
Considering the circumstances aforementioned, the Department of Education (DepEd) has implemented policies and programs on literacy designed to strengthen literacy competencies among Filipino learners. Included in the department’s initiatives are: DepEd Order No. 18, s. 2017 or the Every Child A Reader Program (ECARP), DepEd Order No. 12, s. 2015 known as Early Language, Literacy, and Numeracy Program (ELLN), and programs such as Basa Pilipinas in partnership with United States Agency for International Development (USAID), Brigada Pagbasa, and the use of the Philippine Informal Reading Inventory (Phil-IRI) tool.
In response to this, schools nationwide have worked on their institution-level implementations, adaptations, and innovations. Schools integrate ECARP into their daily classroom instruction, administer Phil-IRI reading assessments to identify struggling readers and provide appropriate reading interventions, promote reading camps, remedial classes, and reading corners as part of National Reading Month and Brigada Pagbasa, and more.
While schools generally appreciate the focus on literacy and acknowledge improvements in reading competencies, resource limitations, teacher training gaps, and varying levels of learner motivation continue to hinder the full effectiveness of these DepEd efforts.
Hence, the researcher believes that providing direct solution in the microcosm, that is classroom setting, may create a ripple effect towards the nation’s developed reading literacy. The data on the experiences of learners and teachers in the conduct of classroom reading activities may also serve as need-based blueprint for the establishment of a contextualized reading project.
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