Rene R. Galanida (Author)
Abstract
This systematic review explored interventions and practices to enhance reading skills in multigrade classes across ASEAN countries, guided by the PRISMA 2020 approach. A total of 47 relevant articles and reports were examined to determine current strategies and implementation gaps.
Findings revealed that ASEAN countries exhibit both shared and distinct practices in promoting reading literacy among multigrade learners. Brunei Darussalam implements four key strategies, including Early Literacy Packs and a Bilingual Education Policy, while Lao PDR emphasizes household literacy development and a structured reading curriculum. Myanmar shows limited national efforts, though early childhood reading is promoted in some remote homes. Cambodia focuses on teacher training as its primary strategy. Indonesia has adopted large-scale initiatives like the USAID PRIORITAS project and the School Literacy Movement. Malaysia promotes literacy through classroom practices and non-formal education programs supported by the government. In Singapore, the Reading and English Acquisition Programme (REAP) and the integration of technology are central to literacy promotion. Thailand advances reading culture through rural reading programs, teacher capacity-building, and English for Youth Learners (EYL), while Vietnam engages learners through home-based reading games and community reading activities, also highlighting the TEYL program. In the Philippines, although various strategies are observed, they are less targeted toward reading in multigrade settings. Common practices include the use of the Daily Lesson Log (DLL), the LEPO framework, and differentiated instruction (DI) to manage diverse learners, yet these are not specifically tailored to reading development. The Department of Education’s recognition program for multigrade teachers incentivizes best practices, but parental and community involvement in reading remains minimal compared to other ASEAN nations.Challenges across the region also vary. In the Philippines, gaps are rooted in limited teacher training, insufficient funding, and lack of early literacy support at home. Lao PDR faces weak pedagogical support and a lack of materials, while Myanmar struggles with language barriers and undertrained teachers. Cambodia reports teacher shortages, especially for those adept in managing multigrade classrooms. Indonesia’s use of multigrade classes in small schools with excess teachers can lead to suboptimal instructional practices. Although countries like Malaysia, Singapore, Thailand, and Vietnam report fewer issues, rural areas still face teacher shortages, prompting cross-border recruitment efforts. Overall, while ASEAN countries show promising literacy initiatives, there is a persistent need for targeted reading programs, improved teacher training, and inclusive community engagement, particularly for multigrade education systems.
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Keywords: Work-related stress factors, Recreational sports engagement, Teaching effectiveness, MAPEH Teachers and Wellness Program