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The Philippines ranks last in reading comprehension among 79 countries, and these are the factors contributing to this outcome. According to Frederick Sotto Perez, president of the Reading Association of the Philippines, the Philippines ranked poorly in the Program for International Student Assessment (PISA) due to students’ lack of exposure to informational texts. He explains that the PISA test mainly comprises informational texts, which students in the Philippines do not usually encounter, as they are more familiar with narrative texts. This lack of exposure to informational texts affects students’ performance in the assessment.
Perez emphasizes the importance of exposing students to narrative and informational texts early on. He suggests that teachers should adopt guided reading strategies, where students are given texts and guided through the reading process by their teachers. This approach helps students develop the necessary skills to comprehend informational texts and improves their reading abilities.
Additionally, Perez highlights the role of technology in shaping students’ reading habits and skills. He acknowledges the importance of digital literacy in the 21st century but emphasizes the need to teach students how to evaluate the credibility of online texts. Perez stresses the importance of teaching students discernment and critical thinking skills to navigate the vast amount of online information.
Overall, there is a need for reforms in the education system to address the Philippines’ low ranking in reading comprehension. It calls for a shift towards incorporating more informational texts into the curriculum and providing teachers with training and resources to teach reading comprehension skills effectively.
