Mapping National Literacy Gaps in Grades 7–10: Evidence from the Phil-IRI KS3 National Dashboard
DOI:
https://doi.org/10.54536/ari.v4i1.7068Keywords:
Adolescent Literacy, Phil-IRI, Reading Proficiency, Secondary Education, National AssessmentAbstract
This study analyzed national literacy performance patterns among Grades 7–10 learners in the Philippines using data from the Philippine Informal Reading Inventory (Phil-IRI) KS3 National Dashboard for School Year 2025–2026 (N = 6,454,024). The analysis focused on proficiency classifications (Frustration, Instructional, Independent) in Filipino and English and described grade-level trends from Grades 7 to 10. Descriptive comparisons indicate stronger grade-linked improvement in Filipino than in English. In Filipino, Frustration decreases from 43.6% (Grade 7) to 13.3% (Grade 10), while Independent increases from 17.6% to 42.1%. In English, Frustration remains above 40% through Grade 10 (40.8%), and independent reaches 18.1%. Moreover, grade readiness for Grades 7–10 is 29.0% in Filipino and 14.8% in English, indicating a larger readiness gap in English. Findings support the need for sustained, language-specific adolescent literacy interventions and data-driven planning in secondary schools.
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Copyright (c) 2026 Sharmin T. Cabura, Adones B. Cabural
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