Low Reading Literacy Skills of Elementary Pupils in the Philippines: Systematic Review

Abstract

Abstract: This meta-synthesis aims to synthesize factors that affect the low reading literacy skills among pupils enrolled in elementary schools in the Philippines. Fifteen (15) studies from 2013 to 2022 were screened and selected using a set of inclusion and exclusion criteria. Published papers from Google Scholar, CrossRef, and OpenAlex databases from Publish or Perish software were used to collect studies related to the factors affecting the pupils’ low reading literacy skills. The Critical Appraisal Skills Programme (CASP) checklist was utilized to quality check data, and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) flow diagram was used to organize the studies that are included. By using thematic analysis, the factors affecting the low reading literacy skills in Philippines’ elementary learners were identified as the meta-theme. Accordingly, seven sub-themes emerged namely, lack of reading elements, inclusion of learners-at-risk, lack of reading enthusiasm, teacher’s incompetence, shortage in reading materials and facilities, parental involvement and student’s health. Therefore, when creating development plans for the learners, the requirement for reading level advancement must be taken into account. It is recommended that a restructured reading program with constant progress monitoring and reading diagnosis be conducted in Philippine elementary schools.