Based on the pre-tests administered by the Philippine Informal Reading Inventory (Phil-IRI) between July and August, 2019, it showed that in Bicol Region, there are 71, 470 non-readers in 13 divisions. Of this number, 56,197 are in elementary and 14,289 are in secondary. DepEd clarified that the figures reported as being non-readers in both English and Filipino was “raw data and is still for validation” since it was a local pre-test result of the Phil-IRI usually conducted to determine interventions needed by learners. This is the sad reality our education is now facing. On my personal experience as a language teacher it is a gruesome task to help these students with reading difficulties.
It is not about what but how. How are we going to address the needs of our students? How are we going to help students with reading difficulties focus on their strengths? First, remove the stigma. Language is powerful and when we label our students as “non-readers” or “poor readers” this influence them and how they see themselves. The research Mark Weist and his members suggested some ways in removing the stigma. 1. When a label is required, describe to the student why labels are used. Let them understand that labels are just indicators of what they need to address in order to help them improve and grow in their reading skills but it does not mean that it defines them. 2. Use person-centred language. We need to be sensitive in addressing our students. We should refer them as students with reading difficulties rather than “non-readers”. 3. When possible, especially with younger students, use less stigmatizing language in describing their challenges. We use reading difficulties rather than “non-readers” or “poor readers”.
Reading is just a skill that needs to be develop. It does not define the student’s whole being. Therefore, as teachers we should focus on the wide variety of strengths our students possess. When we point out and appreciate the other strength of our students, they tend to be more enthusiast in developing themselves rather than pointing out all their mistakes and weaknesses. Come to think of it what if you were defined only by your greatest weakness? As educators, we should highlight their strengths Telling and showing it to the students that we appreciate their skills and their giftedness will also create a positive impact to them. Having a strength-based lens will allow us to help our students with reading difficulties and it will create a big difference in how the students will interact and relate with us. They will see themselves as learners with capabilities and need more room for growth.
By: Maria Azuncion Perez | Teacher III | Olongapo City National High school
