International Journal of Education and Teaching Zone.

Vol 2 (Issue 2): 10-06 (2023)

DOI: https://10.57092/ijetz.v2i2.128

Filipino Students’ Reading Abilities: A Note on the Challenges and

Potential Areas for Improvement

Mark Vergel A. Idulog*1,2, Ronald C. Gadiano1,3, Edmon G. Toledo1,4, Melanie L.

Hermosada1,5, Hazel V. Casaldon1,6, Marianne R. Mariposa1,7, Christie R. Geron1,8, Elena
G. Dequito1,9, Jeromea A. Genanda1,9, Mark Anthony B. Malipot1,10, Jupeth T. Pentang1,11,
Ronalyn M. Bautista12
1
Western Philippines University, Puerto Princesa City, Philippines
2
Balabac Central School, Palawan, Philippines
3
Araceli National High School, Palawan, Philippines
4
Bacungan Elementary School, Puerto Princesa City, Philippines
5
Valentin Macasaet Sr Memorial Elementary School, Puerto Princesa City, Philippines
6
Sta. Monica High School, Puerto Princesa City, Philippines
7
Tarusan Elementary School, Palawan, Philippines
8
Bacungan National High School, Puerto Princesa City, Philippines
9
Roxas National Comprehensive High School, Palawan, Philippines
10
Mangingisda West Elementary School, Puerto Princesa City, Philippines
11
Wesleyan University - Philippines, Cabanatuan City, Philippines
12
Saint Mary’s University, Nueva Vizcaya, Philippines

______________ Abstract: The reading abilities of Filipino students have been a

Article History: challenge for educators and policymakers alike. Despite government
Received: March 11, 2023 efforts to improve literacy rates in the Philippines, recent studies have
Revised: April 16, 2023
shown that many students need help with reading comprehension,
Accepted: April 29, 2023
Published: June 10, 2023 vocabulary development, and critical thinking skills. This research
note examines the current state of reading abilities among Filipino
_________ students and potential areas for improvement. The poor reading
Keywords: abilities can be attributed to several factors, including a lack of
Filipino Learners, resources and socioeconomic factors. However, there are identified
Literacy Program, potential areas for improvement, such as promoting early literacy
Non-Reader, programs, investing in teacher training, and developing reading
Philippine Education, materials that are culturally relevant and engaging for Filipino
Reading Comprehension
students. These findings have important implications for education
______________________
policies and practices in the Philippines and for educators and
Correspondence Author: researchers seeking to improve reading abilities among Filipino
[email protected] students.

INTRODUCTION
Reading is a key to learning in school and throughout life. This skill allows everyone
to connect their prior knowledge with their learning, enhance their understanding of ideas
and practices, and ensure that these will be passed on continuously to the next generation
(Torres, 2019). It is one of the basic skills each student should have to gain knowledge,
attain learning, and move on to a higher level in education to live day-to-day life. Reading
is the backbone of most learning (Dadzie, 2008), whether in math, science, or even home

International Journal of Education and Teaching Zone | Licence: CC BY-SA 4.0 | Copyright (2023) The (Author)s

Page 233
 Filipino Students’ Reading Abilities: A Note on the Challenges and Potential… | Mark Vergel A. Idulog., et al.

economics; hence, it is immeasurably important. Making sense of recorded information

can occur through various formats, including printed materials like books and articles and
non-printed items like digital media or spoken word recordings. In today’s knowledge-
based culture, the capacity to effectively absorb and apply this information is a critical
talent for personal and professional success.
People read for different reasons and purposes. Some of these include entertainment,
relaxation, pleasure, and for knowledge. Issa et al. (2012) elaborate that through reading,
the character can build or fix things, experience stories, find out what others trust, and
enhance ideas or beliefs of their own. Hence, reading provides the key to all information
essential for our daily survival and growth. Moreover, Sari (2017) concluded the
importance of reading to us in English class and other subjects, such as mathematics. This
skill is needed in literacy to add knowledge of the learned material. It is expected that as
students climb the educational ladder, it is associated with more reading as the subject
becomes denser and more challenging.
Because most information is delivered through text, reading and comprehension are
vital abilities for kids to survive and comprehend how society operates. Reading and
writing are regarded as top priorities by the government, organizations, and private persons
in the Philippines, indicating a realization of the value of literacy. Identifying the primary
idea or notion of what one reads is a fundamental comprehension ability that pupils must
acquire. This ability enables individuals to discriminate between vital and nonessential
information, including the most significant idea and subordinate details or examples, from
a mass of words or sentences. The capacity to recognize the primary concept is a necessary
talent that allows pupils to comprehend the central meaning of a text and appropriately
interpret it. Students can build a deeper grasp of the subject they read by refining this talent,
making them better suited to engage with and contribute to society.
Singh (2011) believes primary concept inference is essential for students when
dealing with textual content. This ability enables kids to read proficiently, accurately, and
with comprehension, which is necessary to understand their reading topic. Additionally,
Yigiter et al. (2005) stressed the role of language teachers in improving their students’
reading comprehension. Reading without understanding can be worthless and empty
because children may be unable to extract crucial information and concepts from the book.
As a result, language teachers play a vital role in helping students develop their reading
comprehension skills by providing the required teaching, methods, and support. Language
teachers can also help their students improve their reading comprehension by selecting
reading materials appropriate for their interests, backgrounds, and reading levels. Students
engage with the topic and have a more profound knowledge of it if they do so.
Miciano (2007) presented that in reading, there were two main problems for Filipino
learners. The first is that the learners read but need help understanding what they have read.
She added that most Filipinos are good at reading for details unless the article explicitly
labels it. Filipino, often they but often they miss the main idea. The other main problem is
that learners must comprehend the details and get the wrong paper. However, this should
serve as a signal for the entire department to concentrate on enhancing and growing the
reading habits of students. Reading comprehension levels (literal, interpretive, critical, and

(IJETZ)| International Journal of Education and Teaching Zone. Volume 2 (Issue 2): 10-06 (2023)
Page 234
 Filipino Students’ Reading Abilities: A Note on the Challenges and Potential Areas for… | Idulog., et al. (2023)

application) must be introduced to students for deeper understanding and better usage of
appropriate texts (Gardner & Lambert, 2002). This paper provides the reading
comprehension problems experienced by many schools that challenge the educational
system in the country nowadays.

METHODOLOGY
This research note briefly introduced the emerging concern about the reading abilities of
Filipino students. It provided some context and background information on the importance
of reading skills for academic and personal success. Besides, the note presented the
significance of studying the reading abilities of Filipino students in particular. Existing
literature on Filipino students’ reading abilities was reviewed, and key challenges and
potential areas for improvement were discussed.

RESULTS AND DISCUSSION

Reading: A Skill for Every “Juan” and “Juana”

Reading is one of the critical skills a learner should familiarize themself with. This
contributes to everyone’s success in school. It is considered a prerequisite of all learning
areas since it allows every learner to also learn in other subjects in school. Because if an
individual has difficulties reading and comprehending what he reads, he will also have
difficulties understanding other subjects. Reading does not only about English but all
subject requires reading. Elish-Peper (2010) defines reading comprehension as the process
of understanding or making meaning when reading. It is one of the competencies in reading
that every learner should improve. It is an essential tool in learning that shapes the readers’
understanding of the ideas and words. This allows the reader to broaden their vocabulary,
understand their reading, and use different mechanisms they might need to improve
learning. The capacity to read and comprehend is essential in our daily life. Nevertheless,
it takes on greater significance when applied to the educational setting. This leads to
lifelong education because it affects the reader’s overall personality. Also, Cunha and
Capellini (2016) defined reading comprehension as a critical talent and a complicated
process with multiple cognitive and linguistic components. Reading comprehension entails
recognizing and decoding individual words and comprehending the text’s content and
context, inferring and drawing inferences, and relating the information to prior knowledge
and experience. It necessitates integrating several cognitive and linguistic processes,
including attention, memory, inference, vocabulary, grammar, and discourse. Because
these processes interact and influence each other in complicated ways, reading
comprehension is complex and dynamic.
Singh (2011) has done work on reading, and it shows a good effect on the overall
development of students, especially in their academic journey. It was indicated that the
ability to comprehend helps the students’ academic performance. Similarly, Cimmiyotti
(2013) claimed that reading is essential at all levels of the educational system because all
subjects in the course require reading, which leads to improved academic achievement.
According to Luz (2007), reading is not a habit for many Filipinos, although it is essential

International Journal of education and Teaching Zone. Volume 2 (Issue 2): 10-06 (2023) | (IJETZ)
Page 235
 Filipino Students’ Reading Abilities: A Note on the Challenges and Potential… | Mark Vergel A. Idulog., et al.

for learning. This is why the Philippines is so uncompetitive in the global economy and
why many Filipinos are impoverished and find it difficult to escape. According to Bilbao
et al. (2016), some still fall below the proficient reading level even when teachers provide
instruction and tactics for boosting students’ reading comprehension.

Challenges: Reading Comprehension at Stake

The Philippines’ educational system is challenged to produce effective readers.
According to the 2019 PISA (Programme for International Student Assessment) statistics,
Filipino pupils performed worse in reading comprehension than their international peers.
This suggests that there is a need to address the obstacles and possible areas for
improvement in the reading ability of Filipino kids. This hinders the schools from meeting
their goal of providing quality and well-informed individuals. A study by Mule (2014)
shows that inadequate English reading material, improper teaching methodology, and
insufficient English language development were causes of reading difficulties. Besides,
Lerner (2000) reports that learners who get off to a poor start in reading hardly catch up;
poor first-grade readers are likely to continue to be poor readers. Students experience
difficulties in reading comprehension because their focus and attention are destructed by
cellphones and social media. They spend more time using cell phones rather than reading.
Moreover, some parents do not have extra time to teach their children even the basics of
reading. They just let their child play on cell phones for almost a day.
Another factor contributing to the country’s reading comprehension problem is the
COVID-19 pandemic threat, temporarily closing all public and private schools nationwide.
Department of Education asked for the cooperation of the parents to continue the
deliverable of knowledge from teachers to students through modular distance learning
(Caasi & Pentang, 2022). This modular distance learning became a big challenge for
teachers, students, and parents, considering that not all parents can teach their children.
The pandemic almost slowed down the learning of the child since most students and
children did not have enough time to practice reading and comprehension because of too
much use of gadgets and social media apps.
One thing also that can be considered why children are having difficulties in reading
comprehension is absenteeism, primarily due to the distance of the school from their
homes. Some parents need more financial capacity to send their children to school. Some
parents just enrolled their child in school to avail 4Ps claims for students and could not
teach their child reading because they do not even know how to read. This is so
disappointing to know. The 4P’s program beneficiaries should be regularly monitored in
part of the Department of Education to ensure the fund is not wasted. At some point, aside
from the Department of Education, the Department of Social Welfare and Development
should also improve its implementation to ensure that the beneficiaries of 4P’s are
expanding the assistance they receive to the things they should be spending.
A public school teacher handling 30-plus students in one classroom is not a cushy
job, particularly in elementary grades with many non-readers and others who have just
started practicing to learn reading. The ratio of teacher-students in a classroom is one thing
that needs to consider for improvement to provide quality learners at the end of the school

(IJETZ)| International Journal of Education and Teaching Zone. Volume 2 (Issue 2): 10-06 (2023)
Page 236
 Filipino Students’ Reading Abilities: A Note on the Challenges and Potential Areas for… | Idulog., et al. (2023)

year. It is because children need full attention in the classroom from their teachers. The
teachers need to spend time with their students individually to teach and assess their
student’s difficulties. Besides, there is a rule in the Department of Education that teachers
cannot give “failing grades” to children, or else the teachers shall take responsibility for
the failure of their students. So, teachers used to pass their students even though they could
not move to the following year’s level because they did not take responsibility for their
failed students in their subject. In this context, it is better to implement the “no read, no
pass” policy (Llego, 2014).
Reading comprehension in elementary grade is just part of English subject. The
students were given a short story to read, and later, the teacher assessed what the students
had comprehended about what they read. In some cases, the students sound like they are
reading fluently the text given to them but cannot answer when asked about what they read.
Similarly, problems with decoding abilities can make it difficult for youngsters to read
smoothly and accurately, affecting their understanding. If they expend all their mental
energy attempting to pronounce words, they may not have the cognitive resources to
comprehend. Third, a lack of interest and motivation can impact comprehension. Suppose
a youngster is uninterested in the topic of a text or does not understand its connection to
their life. In that case, they may only partially engage with the material and fail to retain
fundamental knowledge. Teachers and parents can help children who struggle with
comprehension by giving targeted instruction and practice in vocabulary development,
decoding abilities, and strategies for increasing reading engagement and motivation.
Some things can be improved, like growing vocabulary, changing reading speed, and
utilizing multiple senses. An extensive vocabulary is especially crucial for reading
comprehension because it allows readers to understand the meanings of words in a text.
Readers can increase their vocabulary by reading widely across genres and themes, seeking
definitions of uncommon words, and using vocabulary-building applications or games.
Adjusting the reading pace can also help improve understanding. Some texts may take
slower, careful reading to comprehend fully, but others can be read more rapidly. Readers
can experiment with different reading speeds to find the one that suits them best. The reader
can use what he knows to grasp the material he is reading. For example, a large vocabulary-
understanding the meanings of many words can help someone understand a wide variety
of texts. Another technique for improving understanding is to use many senses. For
example, some readers find reading a text aloud beneficial since it activates their visual
and auditory senses. Others may find that taking notes or creating diagrams helps them
visualize and retain critical information.
According to the Philippines’ PISA 2018 profile, socioeconomic status is a leading
factor influencing reading competence in the country, accounting for 18% of the variation
in reading proficiency (Juan, December). This is greater than the 12% average for OECD
countries. The profile also emphasizes that low-income students are likelier to have lower
reading proficiency than their peers. This shows that institutional hurdles may prevent
pupils from these backgrounds from obtaining the same learning and development
opportunities as their wealthier peers. One reason that could contribute to this gap is the
Philippines’ high average class size for 15-year-olds, as well as high student-to-teaching

International Journal of education and Teaching Zone. Volume 2 (Issue 2): 10-06 (2023) | (IJETZ)
Page 237
 Filipino Students’ Reading Abilities: A Note on the Challenges and Potential… | Mark Vergel A. Idulog., et al.

staff ratios in socioeconomically challenged institutions. These circumstances might make

it difficult for teachers to give each kid individualized attention and help, especially those
struggling with reading or other academic abilities. Investments in education infrastructure
and resources, such as recruiting more teachers and reducing class sizes, may be required
to address these difficulties and raise reading proficiency levels in the Philippines. Efforts
to overcome socioeconomic gaps and provide specialized support for pupils from low-
income families may also be required. The Philippines may be able to enhance educational
achievements and create more equitable access to opportunities by addressing these
variables.
Ropero (2019) reported that fluent reading would only be developed by providing
them with text, print, and digital and letting them practice through teacher modeling and
shared practice towards independent practice. In today’s schools, many children have
problems comprehending what they read. Many teachers and parents will confirm that
reading problem exacts a period. Reading comprehension requires mental work to keep
thoughts, motivation, concentration, and good study strategies. Comprehension is the main
component of studying reading. Teaching reading comprehension strategies to pupils at all
levels is complex. Teachers need a deep understanding of the text and its context and a
good knowledge of the methods. Learning at home during the epidemic presented
enormous obstacles for teachers, students, and parents. The deterioration in reading
comprehension skills among students is apparent (Ganaden, 2022). However, teachers are
doing their best to implement solutions to the problem. The government of the Philippines
implemented programs to address this pressing matter of reading problems for children
and in response to the need for the teaching and learning process during the pandemic was
just started. One of which is the DepEd Order No 45 s. 2022 or Every Child a Reader
Program, a national program with its goal that every child will be a reader by the time they
finish Grade Three.
Similarly, DepEd NCR established a campaign called “National Capital Region:
Championing Reading,” with the slogan “NCR to SOAR,” to address the issue of non-
readers and low academic performance in classrooms. It attempts to revive teachers’ and
students’ enthusiasm for reading while enhancing academic performance. This initiative
aims to improve mentors’ English language skills through enjoyable reading experiences,
promote a rich reading environment in schools, and improve students’ overall academic
achievement. This curriculum is an excellent first step in building a pool of readers in the
classroom to improve their reading and comprehension abilities. The Department of
Education swore to continue implementing reforms to improve the country’s education
quality. Since comprehension is fundamental in learning, DepEd focused on students’
reading proficiency. In 2019, DepEd launched the “Hamon: Bawa’t Bata Bumasa” to
address literacy gaps among learners. In 2020, DepEd used Research O’clock to address
the concerns in reading literacy. The DepEd aimed to uplift the education standard with
these programs, which could also give better results in future international assessments.
William Teale and Elizabeth Sulzby created the term “Emergent Literacy” to
highlight the relationship between a growing child and literacy information from the
environment and home literacy practices and experiences. Emergent literacy starts before

(IJETZ)| International Journal of Education and Teaching Zone. Volume 2 (Issue 2): 10-06 (2023)
Page 238
 Filipino Students’ Reading Abilities: A Note on the Challenges and Potential Areas for… | Idulog., et al. (2023)

the formal academic experiences of the child; it includes concepts about reading and
writing before the actual schooling, and it is acquired through the informal and spontaneous
learning experiences of the child with significant adults, primarily the parents, caregivers,
and other significant adults. Boulhrir (2017) found that students who grew up in literacy-
rich environments are motivated readers. This indicates that early literacy exposure to
children could lead to a positive attitude toward reading.
Students from low-income backgrounds who do not have a supportive family and
school environment that encourages a growth mindset are likelier to have lower reading
comprehension scores in the PISA 2018 (Cruz, 2021). This suggests that factors beyond
just socioeconomic position can also play a significant role in shaping students’ academic
outcomes. Students with a growth mindset tend to be more resilient and motivated in their
learning, which can lead to better academic performance over time. It may be necessary to
provide targeted interventions at the family and school levels, to support students from
low-income backgrounds in developing a growth mindset and improving their reading
comprehension skills. This could include initiatives to promote parental involvement in
education, such as parent-teacher conferences and workshops, and programs to provide
students with additional support and resources, such as tutoring or mentoring programs.
Addressing the multiple factors contributing to educational disparities, including
socioeconomic position, family and school environment, and growth mindset, may
improve reading comprehension outcomes and promote more equitable access to education
for all students in the Philippines.

Rooms for Improvement: “Juan” and “Juana” can Cope!

Many Filipino pupils, particularly those from low-income families or living in
remote places, face severe barriers to accessing reading materials. Students should be given
various reading materials, such as books, newspapers, and online resources. This can be
accomplished through various channels, including school libraries, community activities,
and collaborations with non-governmental organizations. Reading comprehension should
also be prioritized in the curriculum. Instructors can utilize several tactics to help students
increase their comprehension skills, such as visual organizers, summarizing, and critical
thinking tasks. These strategies can assist pupils in comprehending and analyzing the
meaning behind the words. Furthermore, increasing the use of Filipino as a medium of
instruction can assist pupils in enhancing their reading ability. While English is an official
language in the Philippines, it is not the first language spoken in many homes. Utilizing
Filipino as a medium of instruction can assist students in better understanding complicated
sentence patterns and terminology. It can also aid in preserving the Filipino language and
culture while studying English as a second language.
Adults must accompany the child with the helping hands of the teacher. Parents and
teachers should have consistent communication and partnership for the child to help the
learners build up a decoding capacity, likewise having the option to become skilled and
competent readers. Thus, the reading process occurs when there is reading comprehension.
Catts and Kamhi (2017) pointed out that education should make students fluent in reading.
Reading proficiency is a necessary prerequisite for academic success and lifelong learning.

International Journal of education and Teaching Zone. Volume 2 (Issue 2): 10-06 (2023) | (IJETZ)
Page 239
 Filipino Students’ Reading Abilities: A Note on the Challenges and Potential… | Mark Vergel A. Idulog., et al.

As a result, educators must prioritize and invest in excellent reading instruction and support
for all kids, especially those who are struggling or on the verge of falling behind. Teachers’
relationships with their students impact students’ learning and motivation. Positive
teacher-student connections have been linked to higher academic achievement, greater
engagement, and reduced behavior problems and mental distress. This has been widely
supported by numerous research studies in literacy that show students are more
academically successful when they feel welcomed, esteemed, and provided with materials
that challenge them. Hence, their knowledge, experiences, and interests are enriched.
When these attitudes, behaviors, and curriculum considerations are missing, there is an
excellent chance that children may resist learning, especially those with culturally and
linguistically diverse backgrounds. This stresses the importance of expectations and
relationships between teachers and students in a classroom.
In the literacy field, comprehension is primarily identified as the goal of reading
(Duke & Pearson, 2009; Duke et al., 2011). While it is correct that comprehension is of
utmost importance, it was argued that in the classroom context focusing on students’
fluency did not limit students’ development as readers, particularly for those who were
asked to read aloud. The concern is the importance of providing all students opportunities
to assume the role of readers in this classroom by giving all students a chance to read aloud
in class. Literacy can empower individuals and communities to achieve sustainable
development and improve their lives (International Literacy Association, 2015). Those
who are literate can understand and communicate well with others in their community.
This can lead to improved collaboration and cooperation in community projects, ultimately
contributing to long-term development. Besides, literacy can help people become more
informed and aware of their rights and duties, allowing them to engage more actively in
decision-making processes that influence their lives and communities. Furthermore,
literacy can give individuals the skills and knowledge they need to pursue education,
training, and work opportunities, leading to enhanced economic stability and a higher
quality of life for themselves and their families.

CONCLUSION
Reading plays an essential role in everyone’s life. Reading comprehension broadens
our ability to analyze things and everything that happens in our environment. It is not only
involved in our English subject, but all subject requires reading comprehension. The fact
cannot be hidden that almost everything requires comprehension. An individual must be
trained and learn techniques in comprehension. Many educational programs have already
been established to help the school provide quality students who can read fluently and
comprehend what they read. Department of Education must assess why the Philippines still
ranked last among 79 countries in reading comprehension, after all the programs
implemented to boost students’ reading ability and comprehension. Factors that may
consider are that the programs are not effective enough to solve the reading comprehension
problems or are poorly implemented among all schools in the country. There may be lapses
in part of the educational system in the country. Not implementing the “no read, no pass”
policy leads to passing those students who cannot even do the basic reading. Besides,

(IJETZ)| International Journal of Education and Teaching Zone. Volume 2 (Issue 2): 10-06 (2023)
Page 240
 Filipino Students’ Reading Abilities: A Note on the Challenges and Potential Areas for… | Idulog., et al. (2023)

parents also have lapsed for not some parents who depend on their child’s learning from
the teachers, considering that learning the child should be started at home with their
primary parents. Generally, it is concluded that teaching and learning a child should be a
partnership responsibility of both teachers and parents.

REFERENCES
Bilbao, M., Donguilla, C., & Vasay, M. (2016). Level of reading comprehension of the
education students. International Journal of Liberal Arts, Education, Social Sciences
and Philosophical Studies, 4(1), 342-353.
http://ejournals.ph/form/cite.php?id=13762
Boulhrir, T. (2017). Using binary logistic regression to predict long-term effects of early-
age home literacy environment on reading motivation. American Journal of
Educational Research, 5(8), 858-862. https://doi.org/10.12691/education-5-8-4
Caasi, N., & Pentang, J. (2022). Parental factors affecting students’ self-concept and
academic performance amid modular distance learning. Universal Journal of
Educational Research, 1(4), 202-209. https://doi.org/10.5281/zenodo.7270542
Catts, H., & Kamhi, A. (2017). Prologue: Reading comprehension is not a single ability.
Language, Speech, and Hearing Services in Schools, 48(2), 73-76.
https://doi.org/10.1044/2017_lshss-16-0033
Cimmiyotti, C. (2013). Impact of reading ability on academic performance at the primary
level. [Master’s thesis, Dominican University of California].
https://doi.org/10.33015/dominican.edu/2013.edu.18
Cruz, K. (2021, November 2). DLSU researchers use machine learning for international
student assessment. De La Salle University Dr. Andrew L. Tan Data Science
Institute. https://altdsi.dlsu.edu.ph/news/2021/11/02/dlsu-researchers-use-machine-
learning-for-international-student-assessment
Cunha, V. L. O., & Capellini, S. A. (2016). Characterization of reading comprehension
performance of students from 3rd to 5th grades of elementary school. Revista
CEFAC, 18, 941-951. https://doi.org/10.1590/1982-0216201618421215
Dadzie, P. S. (2008). Reading for education: The roles of libraries. Ghana Library Journal,
20(1), 1-14. https://doi.org/10.4314/glj.v20i1.33978
DepEd Memorandum Order No. 047. (2021). Research O’clock: Evidence in learning
continuity. https://www.deped.gov.ph/wp-
content/uploads/2021/07/DM_s2021_047.pdf
DepEd Memorandum Order No. 173. (2019). Hamon: Bawat bata bumabasa.
https://www.deped.gov.ph/wp-content/uploads/2019/11/DM_s2019_173-1.pdf
DepEd Memorandum Order No. 12. (2020). Adoption of the basic education learning
continuity plan for school year 2020-2021 in light of the COVID-19 public health
emergency. https://www.deped.gov.ph/wp-
content/uploads/2020/06/DO_s2020_012.pdf
Duke, N., & Pearson, P. (2009). Effective practices for developing reading comprehension.
Journal of Education, 189(1-2), 107-122.
https://doi.org/10.1177/0022057409189001-208
Duke, N., Pearson, P., Strachan, S., & Billman, A. (2011). Essential elements of fostering
and teaching reading comprehension. What research has to say about reading
instruction, 4, 286-314. https://www.readinghalloffame.org/sites/default/files/03-
duke-pearson-strachan-billman.2011_rev_copy.pdf

International Journal of education and Teaching Zone. Volume 2 (Issue 2): 10-06 (2023) | (IJETZ)
Page 241
 Filipino Students’ Reading Abilities: A Note on the Challenges and Potential… | Mark Vergel A. Idulog., et al.

Elish-Piper, L. (2010). Information and ideas for parents about fluency and vocabulary.
Illinois Reading Council Journal, 38(2), 48-49. https://www.cedu.niu.edu/literacy-
clinic/resources/raising-readers/informational-texts.pdf
Ganaden, A. S. (2022, May 12). Learners’ reading skills during the pandemic. Sulong
Udyong.
http://www.udyong.gov.ph/index.php?option=com_content&view=article&id=112
40:learners-reading-skills-during-the-pandemic&catid=90&Itemid=1368
Gardner, R. C., & Lambert, W. E. (2002). Attitudes and motivation in second language.
Rowley Newbury House. http://eduq.info/xmlui/handle/11515/11464
International Literacy Association. (2015). Literacy in the Philippines: The stories behind
numbers. https://www.literacyworldwide.org/blog/literacy-
now/2015/08/06/literacy-in-the-philippines-the-stories-behind-the-numbers
Issa, A. O., Aliyu, M. B., Akangbe, R. B., & Adedeji, A. F. (2012). Reading interests and
habits of the Federal Polytechnic, OFFA, students. International Journal of Learning
and Development, 2(1), 470-486. https://doi.org/10.5296/ijld.v2i1.1470
Juan, R. S. (2019, December 4). DepEd welcomes PISA results, recognizes “gaps” in
education quality. Philstar.com.
https://www.philstar.com/headlines/2019/12/04/1974229/deped-welcomes-pisa-
results-recognizes-gaps-education-quality
Lerner, J. (2000). Learning disabilities: Theory, diagnosis and teaching strategies (8th Ed.).
Houghton Mifflin Company.
Llego, M. A. (2014). DepED NCR no read, no pass policy may shock you. TeacherPH.
https://www.teacherph.com/deped-ncr-no-read-no-pass-policy-may-shock-
you/#NO_READ_NO_PASS_POLICY
Luz, M. J. (2007). Literature and literacy: A nation of non-readers.
https://old.pcij.org/stories/a-nation-of-nonreaders/
Miciano, R. Z. (2007). Two reading problems of Filipino students.
Mule, K. (2014). Types and causes of reading difficulties affecting the reading of English
language: A case of grade 4 learners in selected schools in Ogong circuit of Namibia
[Doctoral dissertation, UNAM University of Nambia].
http://hdl.handle.net/11070/851
Ropero, G. (2019, December 5). Why Pinoy students ranked last in reading comprehension
survey. ABS-CBN News. https://news.abs-cbn.com/news/12/05/19/why-pinoy-
students-ranked-last-in-reading-comprehension-survey
Sari, L. (2017). Improving reading comprehension through directed reading thinking
activity (Drta) strategy for the eight grade students of Smp Negeri 17 Medan in the
academic year of 2016-2017 [Masters thesis, State Islamic University of North
Sumatera]. http://repository.uinsu.ac.id/2244/
Singh, Y. G. (2011). Academic achievement and study habits of higher secondary students.
International Referred Research Journal, 3(27), 2.
Torres, R. (2019, July). Factors affecting the reading comprehension of intermediate level:
Basis for an intervention program. https://doi.org/10.13140/RG.2.2.25114.77766
Yigiter, K., Saricoban, A., & Gurses, T. (2005). Reading strategies employed by ELT
learners at the advanced level. The Reading Matrix, 5(1), 124-139.
http://www.readingmatrix.com/articles/saricoban/article2.pdf

(IJETZ)| International Journal of Education and Teaching Zone. Volume 2 (Issue 2): 10-06 (2023)
Page 242