BRIDGING THE LEARNING POVERTY: ADDRESSING THE LEARNING GAPS

The 'epartment of (ducation 'ep(d has created a learning recover\ framework to assist schools in bridging the learning povert\ and addressing learning gaps caused b\ the &ovid pandemic related disruptions of regular classes. According to the 3rogram for International Student Assessment 3ISA results, the 3hilippines scored in the reading literac\ test, placing them th out of nations. (ven the mathematical and scientific literac\ e[am results were negativel\ impacted b\ the inabilit\ to grasp test topics, with the countr\ scoring in scientific literac\ and in mathematical literac\. Meanwhile, as per records from S'2 3ampanga, in 3hil Informal 5eading Inventor\ 3hil I5I post test results in )ilipino *rade , there were recorded non readers and , under frustration level. In addition, )ilipino 3hil I5I post test results in , a total of was recorded in the post test and in frustration level , . Meanwhile, in 3hil I5I (nglish *rades post test in , a total of non readers were recorded and in S< . Although, there was a dramatic decreased in the number of non readers, a total of , were found to be under frustration level in the post test in S< and , in S< . These figures clearl\ describe that there are learners who have difficulties in learning how to read and this situation greatl\ affects their academic performance. In light of the foregoing scenario and issuances, the &urriculum Implementation 'ivision &I' of the S'2 3ampanga proposes 5ASA %ASA 5eading Across SubMect Areas for %etter Academic Student Achievement from .indergarten to *rade . The 5ASA %ASA session is recommended to be e[plicitl\ conducted b\ teachers in their subMect area, wherever reading can be integrated, such as oral reading of definitions, formulas, and word problems in Math, reading springboard lessons and selections in )ilipino, (nglish, and MT%, e[plicit oral reading of issues, current events, and histor\ in A3A1, scientific investigation proMects in Science, procedural information in (33 T/( T9/, and reading specific situations and lessons in (s3, and teaching l\rics of the songs, historical aspect of the artwork in MA3(+ amongst others. This interdisciplinar\ approach to reading across subMect areas clearl\ supports the premise that teaching reading is the dut\ of ever\ teacher in education, not onl\ language teachers in .e\ Stage and language arts teachers in subseTuent grades. This advocac\ is calling on ever\ teacher across grade levels to help make ever\ learner a reader b\ encouraging oral reading, correcting pronunciations, enunciation, developing comprehension, checking grammar, and supporting activities in the schools reading remediation program geared toward the achievement of (ver\ &hild A 5eader 3rogram (&A53 and %awat %ata %umasa %s .

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The author is Techer II at San 5oTue (lem. School, )loridablanca (ast 'istrict