This study assessed the target reading competencies across levels in basic education. The reading levels of the randomly chosen respondents from the elementary and high schools in the Divisions of Northern Mindanao were determined; with the approaches in reading instruction and assessments utilized by teachers before and during COVID-19 pandemic. The constructive alignment in the reading curriculum was also assessed. The paper employed a Qualitative Research Design using the Qualitative Document Analysis (QDA), Focused Group Discussion (FGD) and Constructive Alignment (CA). Research results manifested that the reading competencies required learners to make inferences. There were more instructional than independent readers in the region. The percentage of students in the frustration level was high; with pupils showing reading withdrawal. A substantial number of students were non-readers too. The teaching approaches in reading instruction were more extensive, varied and teacher-directed prior to the pandemic. In the new normal, limited to self-paced independent reading strategies were employed. The curriculum assessment revealed a low alignment between the written, assessed and delivered curriculum. The paper therefore recommends for strengthening of the monitoring and evaluation of the assessment tools and teaching-learning activities vis-à-vis the K to 12 curriculum guide. This was likewise a foundation for the reading program training strategies intended for Higher Education students in the region.

Authors:
Charito Ong, University of Science and Technology of Southern Philippines, Philippines
Grace Pimentel, University of Science and Technology of Southern Philippines, Philippines
Lorena Taglucop, University of Science and Technology of Southern Philippines, Philippines

About the Presenter(s)
Dr Charito Ong is a University Professor/Principal Lecturer at University of Science and Technology of Southern Philippines in Philippines

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