Department of Teaching, Learning and Teacher Education


Date of this Version



Asia Pacific Journal of Education (2013); doi: 10.1080/02188791.2013.788477


Copyright © 2013 National Institute of Education, Singapore; published by Routledge/Taylor & Francis. Used by permission.


In this article, we describe the reading practices in a public and high-achieving 6th grade English classroom in the Philippines. By utilizing a four resources model, we discuss the different roles that students assume in this classroom. Students in this class are mainly code breakers and text users and have limited opportunities to assume the other two roles of the four resources model. This case study provides a different view of reading, specifically a view of a culture of reading wherein higher status is given to oral reading performance rather than comprehension. We describe the way a high-achieving 6th grade Philippine classroom perceives reading. Through this article, we would like to contribute to the research literature on Philippine education and increase our knowledge of reading practices as they are conceived and practiced in this particular classroom.