THE COUNTRY’S landscape of reading comprehension and writing skills mirrors a quiet crisis woven with silent struggles that too many students experience daily. In 2022, the Programme for International Student Assessment (PISA) underscored this crisis, revealing that Filipino students ranked among the lowest globally in creative thinking, which is intertwined with comprehension and expression. These findings show more than just a skill gap—they reveal a generation that may not be fully equipped to face a world of constant change and uncertainty. This challenge is not just a problem for one group but a widespread issue that calls for a united and thoughtful response.
Teachers and students from cities to remote towns need more resources, which hinders meaningful literacy. Across public and private schools, libraries often lack adequate, updated reading materials that students find engaging or relatable. Educators emphasize the potential impact of literature that speaks to students’ experiences and backgrounds, suggesting that DepEd develops collections of local stories and poems akin to the beloved Philippine Prose and Poetry. Such local works capture students’ imaginations, foster engagement, and offer critical socio-emotional connections. However, when only a few such resources are available, teachers face an uphill battle to spark that vital interest in reading.
Teachers, crucial front-liners in this struggle, often need more extensive training to bridge these gaps. In the Bangsamoro region, for instance, over 50% of teachers scored below basic reading comprehension levels even after training, underscoring that quality instruction requires more profound and more consistent support than single workshops. Yet, many educators persevere, assuming dual roles as content instructors and reading specialists, frequently needing more tools and resources. The Department of Education’s “Catch-Up Fridays” program is a step in the right direction, dedicating a portion of weekly school time to reading activities. Still, its potential remains limited without comprehensive teacher training, support, and materials.
The task of nurturing literacy among our youth goes beyond teachers and classrooms. A genuine community approach—one where parents, local authors, and community leaders play active roles—is essential. As echoed in the African proverb, “It takes a village to raise a child,” fostering reading comprehension and writing skills requires collective action. This also extends to libraries, our learning hubs, and laboratories, which serve as accessible havens for young readers yet are under-resourced in too many communities. Local leaders could prioritize establishing these learning nooks in every barangay to help children view reading not merely as an academic task but as an enjoyable journey.
Reflecting on the educational experience of the 1980s and 1990s, some may recall the “Formal Theme” notebook, where students honed their writing discipline. While the method was rigid, requiring precise indention and format, it provided a structural foundation many still find valuable today. In contrast, modern educational practices lean toward flexibility in writing, sometimes overlooking the foundational discipline that structured writing once instilled. While creativity is crucial, a structured approach to writing can offer students a toolkit for expressing ideas clearly and persuasively. Maybe it is time to bring back a mix of old and new—where creativity thrives alongside structured writing exercises that help students feel confident and grounded in a solid framework. (To be continued)/PN
