WESLEYAN

A Methodist Autonomous University

GRADUATE SCHOOL
Master of Arts in Education (MAED) / Major in English
English 114 / 214 – Reading Instruction
1

Reflection 1: The Reading Proficiency Level of Filipino Learners

Date of Submission: February 20, 2021
Objective: Reflect on the level of reading proficiency of Filipino learners

Link/s:
https://www.pna.gov.ph/articles/1087967
https://www.deped.gov.ph/wp-content/uploads/2019/12/PISA-2018-Philippine-National-
Report.pdf

Name: Syrile Talidted Mangudang

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Reflection

Reading comprehension is one of the reading competencies that every student has to
develop. However, there are still students who are below the proficiency level of reading
comprehension despite the reading instructions and strategies provided by the teachers for the
improvement of students’ reading comprehension.
According to this article, “MANILA -- The Department of Education (DepEd) seeks to improve
the quality of basic education in the country after the Philippines got a poor ranking in the
Programmed for International Student Assessment (PISA) 2018.” And to improve the reading
comprehension level of the Filipino learners “the “Sulong Edukalidad” program led by the DepEd
would implement “aggressive reforms” to improve the country’s quality of basic education. To ensure
no student gets left behind in any part of the country.

I think this program will be helpful to meet the needs of such low achieving students.
they would be focus on the improvement of learning facilities, upskilling and reskilling of
teachers and school heads, and the engagement of stakeholders, such as parents and guardians
of students, for support and collaboration.
I believe that successful programs focus on early and intensive intervention, and use
well-researched pedagogy.
 WESLEYAN
A Methodist Autonomous University
GRADUATE SCHOOL
Master of Arts in Education (MAED) / Major in English
English 114 / 214 – Reading Instruction
2

Teachers will often need support to implement Reading Literacy, Mathematical

Literacy, and Scientific Literacy in the form of teacher development workshops and follow-up
coaching, administration backing for devoting time to reading, funds to purchase reading
materials for class and school libraries, and help from students' homes to encourage them to
make reading a habit. Lack of such support from parents also are some reason why some
students are not motivated to learn and read. And also many other teachers at the school are
unwilling to initiate extensive reading with Remedial Reading Students with their students.
Students who are not currently skilled, enthusiastic readers face unnecessary and
serious obstacles to realizing their potential contributions to themselves, their families, and to
society in general. In this information age, they will be shut off from the power gained through
obtaining and providing information and from the splendor and inspiration of good fiction.
Thus, educators need to create and implement programs to help students who fall behind in
reading. Upon reading the lists of the percentage distribution of students across proficiency
levels in Overall Reading Literacy. I suggest that an Extensive Reading with Remedial Reading
Students can play an important role in helping students gain in their level of reading skill.
Reading skills and the benefits that flow from them are essential if students are to become
people who, to paraphrase use the word to know and change the world.