Reading Comprehension

Topics: Reading, High school, Secondary school Pages: 22 (6711 words) Published: January 30, 2014
Reading Comprehension Skills Level of ALS learners in the City Schools Division of Dagupan CHAPTER I
Despite the vast, growing and active educational reforms continuously being modified and implemented in today’s Philippine Educational System such as MTB – MLE and K+12 education curriculum, there are still 6.2 million Filipino youth who does not receive proper and formal education in the classroom, which includes the Out – of – school children and youth. Specifically, according to the 2010 Annual Poverty Indicators Survey (APIS) of the National Statistics Office (NSO) released November 2011, one out of eight Filipinos aged between 6 and 24 is an out- of- school youth(OSY). Current estimates further indicate that 7.8 million Filipinos or 16.2% of the population are not functionally literate. About 3.9 million of them are out of school youth. The Philippine government defines an out –of- school youth (OSY) as someone who is not attending formal education and/or not gainfully employed in the case of youth 18 to 24 years old who have not finished college or even a technical vocational course. The government further explains that the primary reasons for these out of school youth for not attending school is poverty and lack of personal interest.

On the other hand, out- of- school youth are vulnerable people who have special needs too. Nobody can deny the hard fact that education is still an extremely important factor for bringing change in the lives of these individuals. It has universally been recognized as the most powerful instrument and pre – requisite for gearing up the socio – economic development of a nation. This is why investment in education is considered to be so vital for human resource development and enhancement of the quality of manpower. In the history of humankind, there is an established fact that a certain level of literacy in population is an essential pre – requisite for precipitating the process of development in a country. It is emphasized therefore that the most active part in the socio – economic development of any country or region always consists of the adolescents.

Moreover, many people have a misleading impression of the abilities and capacities of “out – of – school youth”. It is generally assumed that this group needs to re – do and re – learn the most basic literacy skills. Hence, they are marginalized and ostracized. In fact, out – of- school youths do have some experience of learning within the formal system. In addition, many of them have gained rich learning experiences from their environment and culture. Thus, basic literacy does not necessarily mean teaching literacy in its most basic forms. However, the acquired skills and knowledge need to be recognized, tapped into and enhanced.

Out- of- school youths may have failed to complete their education in the formal system due to various reasons, such as socio – economic or health issues, urbanization, teacher – teaching factors or curriculum problems but UNESCO still has enumerated and emphasized the basic literacy for out – of- school youth development which involves the acquisition of the basic skills needed to cope with the complex and technological world, including IT and computer skills, communication skills - listening, speaking, reading, writing, viewing, critical thinking and many others. Moreover, developing the literacy of OSY’s is a complex process, which involves enhancing the knowledge and capacities that they have gained over the years and providing them with access to challenging learning opportunities.

The Philippines through the initiative of the Bureau of Alternative Learning System formerly called the Bureau of Non – formal Education (BNFE) is responsible for contributing to the improvement of the poor including the out – of school youth and drop outs through literacy and continuing education programs. Its aim is to focused basic services to the more disadvantaged...

Bibliography: Hewes, G.M., Palmer, N., Haslam, M.B., & Mielke, M.B. (2006).
Five years of READ 180 in Des Moines: Improving literacy among
middle school and high school special education students. New York:
Ligas, M.R. (2002). Evaluation of Broward County Alliance of Quality
Schools project. Journal of Education for Students Placed at Risk, 7(2),
Malmgren, K.W., & Leaone, P.E. (2000). Effects of a short-term auxiliary
reading program on the reading skills of incarcerated youth. Education
and Treatment of Children, 23(3), 239-247.
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