Why Philippine Schools Are Failing
In a post on this blog three years ago, Learning to Read: One of DepEd's K to 12 Big Lies, the following comparison is made between the time allotted for reading in primary years in schools in the Philippines and those in the state of Georgia in the United States:
|Above copied from NPR|
This NPR story is based on a documentary also by Emily Hanford in American Media Reports' Hard Words. In 2015, schools in Bethlehem were performing poorly in a test called DIBELS (Dynamic Indicators of Basic Early Literacy Skills). Schools then decided to embrace what is already known with regard to how children learn to read, that is, children need to know how letters and their combinations sound first. And the results are remarkable:
|Above copied from Hard Words: Why Aren't Kids Being Taught to Read|
My mother tongue is Tagalog and when I was in primary school, there were drills where we simply read and recite "a", "e", "i", "o" "u", "ba", "be", "bi", "bo", "bu, "ka", "ke", "ki", "ko", "ku",.... These were drills that made us aware of how sounds are put into print. The following list of terms for phonics from ReadingRockets illustrates essential elements that connect spoken to written language.
With the above in mind, a quick look at how classes are scheduled in the Philippines can explain why sixth graders in the Philippines are failing miserably. Here is kindergarten:
And here are the early years:
Back in Bethlehem Pennsylvania, Hanford writes:
"It's impossible to know if the science of reading training is what led to the test score gains. Some of the schools in the district moved from half-day to full-day kindergarten the same year the training began, so that could have been a factor."In the Philippines, sadly, the results are dismal and yet, everyone seems to be celebrating how successful Philippine schools have been.
|Above copied from Manila Bulletin|