APPROACHES TO

TEACHING READING :
A PHILIPPINE PERSPECTIVE
 It has been a widely accepted
phenomenon that the four macro-skills
LISTENING, SPEAKING, READING AND WRITING,
are important parts in the development of the
whole being of each individual. These skills
have their respective roles in the formation of
an educated individual.
DEVELOPMENT OF THE
PRONGED APPROACH
 This is in response to what the Philippine
Constitution states relative to the educational
system in the country. Education sector, in
cooperation with other agencies run by the
government, has the task of contributing to
the achievement of its national development
goals advocated in the country’s development
plan. Article XIV Section 1, Section 2(1) and
Section 3(2) of the Constitution states :
 SECTION 1

“The state shall protect and promote the

right of all citizens to quality education at all
levels, and shall take appropriate steps to make
such education accessible to all.”
 SECTION 2 (1)

“The state shall establish, maintain, and

support a complete adequate, and integrated
system of education relevant to the needs of
people and society.”
 SECTION 3 (2)

“All educational institutions shall inculcate patriotism and

nationalism, foster love of humanity, respect for human rights,
appreciation of the role of national heroes in the historical
development of the country, teach the right and duties of
citizenship strengthen, ethical and spiritual values, develop moral
character and personal discipline, encourage critical and creative
thinking, broaden scientific and technological knowledge and
promote vocational efficiency.”
 Moreover, the 1982 Education Act states
the goals of both elementary and secondary
education. Elementary education aims :
• To provide the knowledge and develop the
skills, attitudes and values essential to
personal development and necessary for
living in and contributing to a developing and
changing social milieu.

• To provide learning experiences which

increase the child’s awareness of and
responsiveness to the changes in and just
demands of society and to prepare him/her
for constructive and effective involvement.
• To promote and intensify the child’s knowledge
of, identification with, and love for the nation
and the people which he/she belongs .

• To promote work experiences which develop

the child’s orientation to the world of work and
creativity and prepare him/her to engage in
honest and gainful work. Each region’s level of
basic education objectives and goals are tailored
to match local concerns, however, these are still
reflective of national level goals.
 Reported by:
Henylou Hapinat