LOCATING THE SCIENCE OF READING IN SANTO TOMAS CITY, PHILIPPINES: A CASE STUDY OF LITERACY APPROACHES

[MENELUSURI ILMU MEMBACA DI KOTA SANTO TOMAS, FILIPINA: STUDI KASUS TENTANG PENDEKATAN-PENDEKATAN LITERASI]

Authors

DOI:

https://doi.org/10.19166/pji.v22i2.11085

Keywords:

Functional literacy, Philippines, reading intervention, science of reading

Abstract

The 2022 PISA assessment delivered a harsh truth about the literacy in the Philippines, raising urgency to recalibrate local reading initiatives. Since then, reading strategies have filled spaces in the reading field, including school-level up to national initiatives. This study seeks to determine whether these activities can be analyzed using the Science of Reading framework. The researchers employed a mixed-method research design, developing and validating a survey questionnaires and interviews among selected reading teachers. The results revealed that all five components of the Science of Reading are highly present in the local contexts. Additionally, five themes from the interviews were developed: differentiated reading instruction, targeted reading interventions, repetitive practice, needs-based instruction, and foundational skill development. These findings were analyzed, generating a framework that links the local initiatives to the Science of Reading.

Abstrak Bahasa Indonesia

Penilaian PISA 2022 memberikan kenyataan pahit tentang literasi di Filipina, meningkatkan urgensi untuk mengkalibrasi ulang inisiatif membaca lokal. Sejak saat itu, strategi membaca telah mengisi ruang dalam bidang membaca, termasuk tingkat sekolah hingga inisiatif nasional. Studi ini bertujuan untuk menentukan apakah aktivitas-aktivitas ini dapat dianalisis menggunakan kerangka kerja Ilmu Membaca. Para peneliti menggunakan desain penelitian metode campuran, mengembangkan dan memvalidasi kuesioner survei dan wawancara di antara guru-guru membaca terpilih. Hasilnya menunjukkan bahwa kelima komponen Ilmu Membaca sangat hadir dalam konteks lokal. Selain itu, lima tema dari wawancara dikembangkan: pengajaran membaca yang terdiferensiasi, intervensi membaca yang ditargetkan, latihan berulang, pengajaran berbasis kebutuhan, dan pengembangan keterampilan dasar. Temuan-temuan ini dianalisis, menghasilkan kerangka kerja yang menghubungkan inisiatif lokal dengan ilmu membaca.

Author Biographies

Jeremiah Paul Giron Manuel, Sekolah Pelita Harapan Kemang Village, Indonesia

Jeremiah Paul G. Manuel boasts over twenty years of experience as an educator, impacting the literacy development of countless children worldwide. Currently pursuing advanced studies at the Philippine Normal University, he aspires to earn a Doctor of Philosophy in Reading Education. Previously, Jeremiah served as an instructor of Pedagogy and English disciplines at the College of Education of Pamantasan ng Lungsod ng Muntinlupa. Presently, he serves as an associate researcher at the National Research Council of the Philippines, delving into early and adult literacy, technology-integrated education, brain-based learning, and Physical Education and sports. Currently, Jeremiah imparts knowledge and guidance to students at Sekolah Pelita Harapan Kemang Village in Jakarta, Indonesia, where children benefit from his expertise and instruction.

Rowena Cedo Madsa, Department of Education, Philippines

Rowena C. Madsa is a dedicated teacher from the Philippines. She is currently completing her postgraduate studies at Philippine Normal University, majoring in English Language Education. She works full-time in the Department of Education as a junior high school teacher. In addition, she's a part-time instructor at Polytechnic University of the Philippines, Sto. Tomas, Campus. Her areas of interest include language, assessment, literacy, and language learning resources.

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Published

2026-07-31

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Vol. 22 No. 2 (2026): Polyglot: Jurnal Ilmiah

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