Reading achievement in the Philippines: The role of language complexity

The study utilized Grade 3 Early Grade Reading Assessment (EGRA) data collected in 2013 and 2019 from 232 schools. In 2013, students learned to read in the national languages of Filipino and English, while in 2019, students would have learned to read first in their mother tongue, following the transition to mother tongue-based multilingual education (MTB-MLE) in 2012. The study found an association between reading achievement and language complexity, with lower L2 and L3 reading achievement for students with a more complex L1. Language complexity was a significant predictor of reading outcome, even when socioeconomic status and regional variation were controlled for. However, the differences in reading achievement by language complexity were not consistent across years, complexity groups, or L2 and L3 languages. Significantly lower achievement in English among students with the most complex L1 compared to those with the least complex L1 was observed in 2019. Additionally, significantly lower reading achievement in Filipino among all students, regardless of the complexity of their L1, was found in comparison to the achievement of those with the least complex L1 or control language. These differences suggest that there may be an L1 complexity threshold that must be reached before reading acquisition in L2 and L3 is negatively impacted. The findings indicate that language complexity should be a consideration when designing curricula and instruction and in interpreting assessment results. However, the study also highlights that other factors, such as student gender and socioeconomic status, are more strongly associated with reading achievement. Ensuring an equitable opportunity to learn for all, through access to quality instructional materials, effective teaching methods, and support for literacy development across homes, schools, and the community, is crucial in addressing differences in education achievement. The study's results have implications for education policy and practice in the Philippines. The findings suggest that language complexity should be taken into account when designing curricula and instruction, and that more effort and complex strategies may be required to teach students with more complex L1s. However, the study also emphasizes the importance of addressing other factors that influence reading achievement, such as socioeconomic status and access to quality education. The Philippines' transition to MTB-MLE in 2012 provides a unique opportunity to analyze the transfer of reading skills from L1 to L2 and L3. The study's findings highlight the importance of considering language complexity in education policy and practice, and the need to address other factors that influence reading achievement. The study's results can inform education policy and practice in the Philippines and other countries, and contribute to the development of more effective strategies for improving reading achievement.