United International Journal for Research & Technology

Volume 06, Issue 04, 2025 | Open Access | ISSN: 2582-6832

Transforming Non-Readers: The Impact of Remedial

Reading Instructions On Literacy Development of
Learners
Joanne B. Francisco
St. Louise de Marillac College of Sorsogon, Inc., Sorsogon City, Philippines
Email: joannefrancisco1981@gmail.com

Abstract— This research investigates the transformational effects of remedial reading instructions on the literacy
development of non-readers, a data that pose significant challenges within educational systems. Non-readers, often
characterized by their inability to decode text or comprehend written material, face substantial barriers to academic
success and personal growth. This study explores the efficacy of targeted remedial reading programs designed to enhance
reading skills among learners who struggle with literacy.

Utilizing a mixed-methods approach, the research encompasses quantitative and qualitative data collected from diverse
sample of non-readers across various educational settings. The quantitative component involves the frequency count and
average using the 5-Likert scale to measure the effectiveness of different remedial reading instructions by Grade 3
teachers. The qualitative aspect includes the narratives through questionnaire surveys and focus groups with Grade 3
teachers to gain insights into the personal experiences and perceptions surrounding the remedial reading interventions.

Preliminary findings indicate that structured remedial reading programs significantly improve literacy outcomes for non-
readers. The twelve (12) respondents marked different effective remedial reading instructions that help non-readers
become readers. Furthermore, the study highlights the importance of individualized instruction, which caters to the unique
needs of each learner, fostering a supportive environment that encourages risk-taking and resilience in the face of
challenges.

The implications of this research extend beyond academic achievement; they underscore the critical role of literacy in
empowering individuals and enhancing their quality of life. By addressing the needs of non-readers through effective
remedial strategies, educators can contribute to breaking the cycle of illiteracy and promoting lifelong learning. This study
advocates for integrating comprehensive remedial reading programs within educational curricula, emphasizing the
necessity of early intervention and sustained support to cultivate a generation of confident, literate individuals. Ultimately,
the findings aim to inform policy decisions and instructional practices prioritizing literacy development for all learners,
particularly those at risk of falling behind.

Keywords— literacy skills, non-readers, instructional strategies, remedial reading program.

I. INTRODUCTION setting for teaching and learning is adaptable and

Regarding education, the ability to read is the most considers the resources available to the pupils. The
important skill that each pupil should possess as amenities also involve technology for education because
fundamental skills as the entrance to knowledge and some learning bases must be set up on electric devices
academic success. It can make a person. Everyone will like computers, tablets, and mobile phones. The
learn anything under the sun if she or he can read. Thus, evolution of teaching techniques from in-person
children's victory lies in the ability to read efficiently instruction to online learning and even modular
and understand what is read. However, some pupils face education should be understood by both teachers and
problems in acquiring this important skill, especially in students(Anjulo,2017).
times of pandemic, and hardness was experienced by the
pupils. With the execution of modular distance learning, Addressing the needs of these pupils is essential to
many pupils were identified as non-readers. This is one ensure they do not drop behind their companions and
of the serious challenges caused by the COVID-19 have the opportunity to reach their full capability. The
Pandemic faced by the Department of Education. The K-12 Basic Education Program aims to provide every

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 United International Journal for Research & Technology
Volume 06, Issue 04, 2025 | Open Access | ISSN: 2582-6832

Filipino child with the education she/he needs to Although reading fluency and comprehension are
compete in the global context (DepEd Order No. 6 series important skills to acquire, as they are essential
2018). competencies for achievement in school and later in life,
many children do not gain the necessary skills for
The objective of the new curriculum is to give Filipino achieving proficiency. Problems with reading tend to
students enough time to master skills and concepts so begin at the onset of reading instruction, persist, and
that they are ready for tertiary education when the time become more severe with time. (Graney, 2000)
comes.
The world faces a reading crisis. Technology touches
Educators must use innovative strategies to ensure that the lives in countless ways. To solve the reading
the focus in education is on preparing today’s children problem, all of us must utilize the opportunities of speed
for the future of where they will live and where they will and scale that come with the innovation technology can
work, not for our current world. If the child has poor provide.
reading, chances are his or her performance in any other
subjects is poor and eventually will affect learning. In the Philippines, the problem of pupils in reading is not
(Dacalos, Datulayta, Davis, et al, 2016) a new issue. Certain studies revealed that the reading
problems of Filipino students seem to be perennial
Consequently, reading is a vital resource for children to (Alayon,2014; Habagat & Rizon, 2012; Lalunio,1994;
understand the fundamental aspects of the world around Miguel, 2007; Montalban, 2010; Umali, 2016). Due to
them. Reading is not merely a skill that comes naturally such problems, reading and literacy instruction have
to children. It is a collection of abilities that the child always been the top priority in all Philippine curricula.
gradually acquires while they undergo formal education Umali (2016) labels that reading instruction in the
provided by the school, which serves as the institution Philippines can be distinguished into two facets: (1) the
in charge of the child’s formal education. regular reading class which is embedded in the standard
(Calhoon,2005; Cristobal, 2015). curriculum, and (2) the remedial reading class which is
a separate subject given to those students who need help
The ability to read from childhood is the foundation that
in correcting and improving this reading difficulty.
enables life-long education. Millions of children and
young adults have low or no reading skills. UNESCO, One of the problems in our country involves the poor
in 2018, estimated that 258 million children are not reading comprehension of the students. In December
literate. 2019, the nation was thrown into a disruption by the
release of the 2018 Program for Student Assessment
Globally, the research by Hock and Deshler (2003),
(PISA) Report which stated that high school students in
cited in the study by Nichols (2014), showed that more
the Philippines got lower scores in reading
than 5 million high school students lack the necessary
comprehension than most of those surveyed in other
grade-level literacy skills to understand their textbooks
nations. Based, on the findings, over 80 percent of
or other written materials, supports the observation
Filipino students around the age of 15 got a rating of 340
above and reports. Through reading books, magazines,
points in reading comprehension, a lower average of 487
and articles from the internet, the learners will become
points. Consequently, in the study, the Philippines
aware of the latest innovations and discoveries in
ranked last among 79 countries (www.manilatimes.net).
various fields. (Anonat, 2011).
Their poor scores in English, Mathematics, and Science
Therrien (2004), said that to achieve literacy, there are are credited to the students’ lack of ability in basic
five important skills one must learn: phonemic reading and comprehension. Reading comprehension in
awareness, phonics, vocabulary instruction, text the Philippines is low due to several factors. One factor
comprehension strategies, and reading fluency. These is the limited reading materials at home and in schools.
important skills, if not mastered by the pupils, difficulty Another factor is the insufficiency of reading
in reading is expected. Reading literacy is not only a instruction; which affects students’ ability to develop
foundation for basic learning, but also a prerequisite for strong comprehension skills, socioeconomic factors,
successful participation in most areas representing youth lack of reading passion, teachers' ineffectiveness,
and adult life. (Linnakyla et.al, 2004) parental participation, student’s health, classroom
reading experiences with teachers, reading self-beliefs,
attitudes, and experiences and social experiences in the

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 United International Journal for Research & Technology
Volume 06, Issue 04, 2025 | Open Access | ISSN: 2582-6832

school environment. These factors add to low reading personalized support for struggling readers. Thus, the
proficiency and block students’ ability to comprehend researcher answered the following problems:
texts effectively. To address this issue, it is 1. What are the different remedial reading instructions
recommended to promote early literacy programs, invest provided by the Grade 3 teachers to struggling
in teacher training, develop culturally relevant and readers?
engaging reading materials, conduct constant progress 2. What is the level of effectiveness of the remedial
monitoring and reading diagnosis, and implement reading instructions being used by Grade 3
interventions that cater to the specific needs of teachers?
struggling readers, providing targeted support to help 3. How do the remedial reading instructions influence
them overcome challenges in reading comprehension, the literacy development of struggling readers?
fluency, and vocabulary procurement. 4. What are the challenges in the implementation of
the remedial reading instructions?
The DepEd is committed to providing a quality system 5. What innovative remedial reading instruction can
of public education. It provides teachers with adequate be proposed?
training and functional professional development to help
students develop their abilities, attitudes, and skills to II. METHODS
function effectively in an environment that is changing This study utilized a mixed-method research design to
quickly in many ways. systematically quantify and describe the impact of
remedial reading instructions on learners' literacy
To strengthen the reading proficiency of every learner development. Mixed method research is a methodology
and help cultivate a culture of reading which is that involves collecting and analyzing numerical data
considered an essential skill in all content areas, DepEd (Quantitative) and providing a comprehensive
announces the “Hamon Bawat Bata Bumabasa” (3Bs) understanding of the data gathered(Qualitative).
initiative. Education Secretary Leonor Briones in Deped
Memorandum No. 173 of 2019 said that the 3Bs Quantitative research in the sense of systematic and
initiative will help strengthen the Every Child A Reader numerical exploration to measure the effectiveness of
Program (ECARP) which primarily aims to equip different remedial reading instructions used by Grade 3
learners with reading skills to make them proficient and teachers in selected schools in the municipality of Irosin
independent readers in their grade level. In support of for S.Y. 2023-2024. Qualitative research involves
this initiative of the Secretary, the SDO Sorsogon conducting interviews to investigate and articulate the
launched a Division Reading initiative “KADA AKI NA different instructional strategies employed by teachers.
SORSOGANON MABINASAHON”. Patag Integrated School, Mapaso ES, Sto. Domingo ES
and Irosin Central School are the main locations of the
Thus, it is in this assumption that the researcher decided study. The third-grade teachers are the main
to conduct this study to evaluate the effectiveness of respondents. A proposed innovative remedial reading
remedial reading instructions in enhancing the reading instruction based on the findings of the study is the
ability of non-readers in Grade 3 of selected schools in output.
the municipality of Irosin I District, Division of
Sorsogon Province. An Innovative Reading Instruction The researcher used the survey questionnaire as the
was formulated based on the results of the study. primary research methodology. This approach showed
the systematic collection of data from Grade 3 teachers,
This study evaluated the impact of the remedial reading different remedial instructions they provided, the level
instructions on the literacy development of the non- of effectiveness of the remedial reading instructions
readers of the Grade 3 pupils in selected schools in the being used, the influence of remedial reading
municipality of Irosin I District for School Year 2023- instructions in the literacy development of the struggling
2024. The proof from the research was the basis for the readers, strategies employed, and challenges related to
proposed innovative remedial reading instruction. the implementation of remedial reading instructions.

Statement of the Problem To conduct the survey, the researcher designed a

This study determined the impact of remedial reading research-made questionnaire fitted to address the
instructions on the literacy development of learners to specific objectives outlined in the statement of the
propose innovative remedial reading instructions and problem. The combination of the survey method, a

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 United International Journal for Research & Technology
Volume 06, Issue 04, 2025 | Open Access | ISSN: 2582-6832

researcher-made questionnaire, and a 5-point Likert providing a model for fluent reading, these strategies
scale ensured a strong and efficient research help students become more confident and proficient
methodology for this investigation. readers.

The respondents of this study were the 12 Grade 3 Sight Word Practice, used by 66.66% of the teachers,
teachers from Patag Integrated School, Mapaso ranks third, highlighting its importance in helping
Elementary School, Sto. Domingo Elementary School students recognize common words quickly, which can
and Irosin Central School. One (1) was from Patag enhance reading speed and comprehension.
Integrated School, one (1) from Mapaso Elementary Multisensory Learning and Small Group Instruction,
School, and one (1) from Sto. Domingo Elementary each used by 58.33% of the teachers, are equally valued.
School and nine ( 9 ) from Irosin Central School. These methods likely provide engaging, hands-on
learning experiences and focused group support, which
III. RESULTS are beneficial for reading remediation. Sight Word
This chapter deals with the presentation, analysis, and Practice is crucial for reading remediation and fluency
interpretation of data on the impact of remedial reading as it helps students quickly recognize common words,
instructions on the literacy development of learners. reducing the cognitive load during reading. This practice
Tables and figures are used to have a clear enhances reading speed and comprehension by allowing
understanding of the analysis. The data presented are students to focus on understanding the text rather than
grouped according to sequence. decoding each word.

1. Remedial Reading Instructions Multisensory Learning engages multiple senses, making

Remedial reading instructions play an important role in reading instruction more interactive and memorable.
helping students who struggle with reading skills. By This method supports reading remediation by
providing individualized support, teachers can help reinforcing phonemic awareness and decoding skills
these struggling readers overcome their difficulties and through visual, auditory, and kinesthetic activities.
challenges and develop the skills for academic success
and lifelong learning. Small Group Instruction provides targeted support,
allowing teachers to address specific reading challenges
The data indicate that Phonics-Based and Reading-aloud faced by students. This focused approach helps improve
methods are the most frequently used by twelve (12) reading fluency by offering personalized feedback and
Grade 3 teacher respondents, with both methods being practice opportunities, ensuring that students receive the
employed by 91.66% of the teachers. This high usage attention they need to progress.
suggests these methods are highly favored for their
effectiveness in improving phonemic awareness and One-on-one tutoring, used by 50% of the teachers,
reading fluency among struggling readers. The high indicates a moderate preference for personalized
usage of Phonics-Based and Reading-aloud methods by instruction, which can address individual student needs
Grade 3 teachers highlights their effectiveness in effectively. Reading Mastery, employed by 41.87% of
reading remediation and fluency. Phonics-based the teachers, shows less frequent use, possibly due to
instruction helps students understand the relationship specific program requirements or teacher familiarity.
between letters and sounds, which is crucial for One-on-one tutoring is moderately preferred by teachers
decoding words. This foundational skill is essential for for reading remediation and fluency improvement. This
reading fluency, as it enables students to read words personalized approach allows for tailored instruction,
accurately and quickly. addressing each student’s unique challenges and
promoting significant progress in reading skills.
Reading Aloud, on the other hand, provides students
with a model of fluent reading. It helps them develop a Reading Mastery, though less frequently used, is a
sense of rhythm, intonation, and expression in reading. structured program designed to enhance reading fluency
Listening to fluent reading also improves their and comprehension. Its lower usage might be due to
comprehension and vocabulary, as they are exposed to specific program requirements or varying levels of
the natural flow of language. Together, these methods teacher familiarity, but it remains a valuable tool for
address both the technical and expressive aspects of systematic reading instruction.
reading, making them highly effective for struggling
readers. By improving phonemic awareness and

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 United International Journal for Research & Technology
Volume 06, Issue 04, 2025 | Open Access | ISSN: 2582-6832

Read Naturally, used by 33.77% of the teachers, and methods indicates a comprehensive approach to
Project Read, used by only 2.81%, are the least utilized addressing diverse learning needs, ensuring that
methods. This limited use may be due to accessibility different aspects of reading remediation and fluency are
issues or a lower perceived effectiveness compared to effectively targeted.
other strategies. The preference for phonics-based and
reading-aloud strategies underscore their perceived The data reveal that Grade 3 teachers predominantly use
effectiveness in foundational reading skills, while the Phonics-Based and Reading-aloud methods due to their
variety of methods used reflects a comprehensive effectiveness in enhancing phonemic awareness and
approach to addressing diverse learning needs in reading reading fluency. These strategies, along with Sight
remediation. The limited use of Read Naturally and Word Practice, Multisensory Learning, and Small
Project Read suggests that these methods might face Group Instruction, provide a comprehensive approach to
accessibility challenges or are perceived as less effective reading remediation by addressing both technical and
compared to other strategies. Despite their lower usage, expressive aspects of reading. One-on-one tutoring and
they still contribute to reading remediation by offering Reading Mastery are also utilized, though less
structured approaches to improve reading fluency and frequently, to offer personalized and structured support.
comprehension. Despite lower usage, methods like Read Naturally and
Project Read still contribute to improving reading skills,
The preference for phonics-based and reading-aloud highlighting the importance of diverse instructional
strategies highlights their effectiveness in building approaches to meet the varied needs of struggling
foundational reading skills. This variety in instructional readers.

Table 1.1 Remedial Reading Instructions

Frequency Percentage
Phonics-Based 11 92.3%
Reading Aloud 11 92.3%
Sight Word Practice 8 88.4%
Multisensory Learning 7 84.6%
Small Group Instruction 7 42.3%
One-On-One Tutoring 6 38.4%
Reading Mastery 5 38.4%
Read Naturally 4 30.7%
Project Read 1 19.2%

2. Effectiveness of Remedial Reading Instruction several factors, like the specific methods used, the
Remedial reading instructions are made to help individual needs of the learners, and the instruction that
struggling readers improve their reading ability. The takes place. Ongoing assessment and engagement are
effectiveness of these processes can vary based on also parts of successful interventions.

Table 2.1 Effectiveness of Phonics-Based Instruction

Indicators Mean Descriptive Rating
1. Recognize the letter name of the alphabet both uppercase and lowercase using 4.4 Very Effective
auditory and visual aids.
2. Identify the letters and their corresponding sounds through direct instructions, songs, 4.5 Very Effective
or games.
3. Blend sounds to form words using simple CVC(consonant-vowel-consonant). 4.5 Very Effective
4. Break down words into their sounds by listening to a word and identifying its sound. 4.2 Very Effective
5. Read common word families (e.g., -at, -an) to build words using letter tiles or cards. 4.1 Effective
Average 4.34 Very Effective

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The data from Table 2.1 indicate that phonics-based constituent sounds. These skills are fundamental for
instruction is highly effective in enhancing reading developing reading fluency, as they enable students to
skills, particularly in reading remediation and fluency. decode words quickly and accurately, leading to better
The weighted mean scores for the indicators range from comprehension and overall reading success. The high
4.1 to 4.5, with most indicators rated as “Very effectiveness ratings underscore the importance of
Effective.” This suggests that students are proficient in phonics-based instruction in a comprehensive reading
recognizing letters, identifying sounds, blending sounds program.
to form words, and breaking down words into their

Table 2.2 Effectiveness of Sight Word Practice

INDICATORS Mean Descriptive
Rating
1. Recognize flashcards with sight words written on them and play games like “Memory 4.27 Very
game” or “Go Fish” using the flashcards. Effective
2. Add new words learned to the word wall. 4.09 Effective
3. Practice writing sight words by tracing them and then writing them independently. 4.18 Effective
4. Use educational apps and websites like YouTube Kids focusing on sight word practice. 4.27 Very
Effective
5. Write sentences using a set of sight words. 4. 0 Effective

The data from Table 2.2 indicate that sight word practice quickly recognize and recall sight words, which is
is generally effective in enhancing reading skills, crucial for smooth and efficient reading.
particularly in reading remediation and fluency. The
weighted mean scores for the indicators range from 4.0 Other activities, like adding new words to the word wall
to 4.27, with most indicators rated as “Effective” or (mean of 4.09) and practicing writing sight words (mean
“Very Effective.” of 4.18), are rated as “Effective.” These practices
support reading remediation by reinforcing word
The highest-rated activities, such as recognizing recognition and spelling, which are essential for students
flashcards with sight words and using educational apps, struggling with reading. The high effectiveness ratings
both scored a mean of 4.27, indicating they are “Very across all indicators underscore the importance of
Effective.” These activities likely contribute incorporating varied sight word practices in a
significantly to reading fluency by helping students comprehensive reading program to enhance both
reading remediation and fluency.

Table 2.3 Effectiveness of Reading aloud

INDICATORS Mean Descriptive Rating
1. Develop the listening abilities of pupils for understanding and processing 4.58 Very Effective
information.
2. Enhance their vocabulary skills and improve their language skills. 4.41 Very Effective
3. Focus on understanding the content of the story listened. 4.25 Very Effective
4. Encourage collaboration and shared experiences among others through Group 4.25 Very Effective
read-aloud sessions
5. Think critically about the text and its themes. 4.08 Effective
Average 4.31 Very Effective

The data in Table 2.3 indicate that reading aloud is effectiveness. Both understanding story content and
highly effective across various educational aspects. The encouraging collaboration through group sessions share
highest mean score of 4.58 shows that it is particularly a mean of 4.25, reflecting strong effectiveness in these
effective in developing pupils’ listening abilities. areas. The lowest mean score of 4.08, while still
Enhancing vocabulary and language skills also scores effective, suggests that reading aloud is slightly less
highly with a mean of 4.41, indicating significant impactful in fostering critical thinking about the text and

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Volume 06, Issue 04, 2025 | Open Access | ISSN: 2582-6832

its themes. The mean scores, ranging from 4.08 to 4.58, with the most notable impact on listening and language
demonstrate that reading aloud is a beneficial practice, skills.

Table 2.4 Effectiveness of Multisensory learning (e.g., using sight, sound, movement)
INDICATORS Mean Descriptive
Rating
1. Create letters, words, or sentences using clay, playdough, fabric, or paper. 4.16 Effective
2. Show actions to different words or phrases in a story (e.g., dancing for “dance”, running 4.33 Very Effective
for “run”).
3. Clap out the syllables of their names or other words. 4.08 Effective
4. Find objects around the classroom that start with a specific letter or fit a certain category 4.16 Effective
(e.g., nouns, verbs, etc.)
5. Use picture cards to create their own experiences or stories. 4.25 Very Effective
Average 4.19 Effective

The data in Table 2.4 show that multisensory learning is objects around the classroom both have a mean of 4.16,
generally effective, with mean scores ranging from 4.08 indicating they are effective methods. Clapping out
to 4.33. The highest mean score of 4.33 indicates that syllables has the lowest mean score of 4.08, but it is still
showing actions to different words or phrases in a story considered effective. The data suggests that
is particularly effective. Using picture cards to create multisensory learning techniques are beneficial, with the
experiences or stories also scores highly with a mean of most notable impact seen in activities that involve
4.25, reflecting strong effectiveness. Creating letters, physical actions and visual aids.
words, or sentences using various materials and finding

Table 2.5 Effectiveness of Small Group Instruction

INDICATORS Mean Descriptive
Rating
1. Actively participating in games like phonics bingo, word building with letter tiles, or 4.41 Very
online phonics games to reinforce sound-letter relationships. Effective
2. Build comprehension skills and foster a love for reading through reading a text together as 4.0 Effective
a group, discussing vocabulary, and answering comprehension questions.
3. Create a story map that includes elements like characters, setting, problem, and resolution. 4.08 Effective
4. Engage in activities like sorting words, creating sentences, or using the words in context. 4.0 Effective
5. Pair with classmates to teach each other in reinforcing learning through teaching and 3.91 Effective
collaboration.
Average 4.08 Effective

The data in Table 2.5 indicate that small-group 4.0, respectively. Reading together as a group and
instruction is generally effective, with mean scores discussing vocabulary, as well as pairing with
ranging from 3.91 to 4.41. The highest mean score of classmates for collaborative learning, are effective but
4.41 suggests that participating in interactive games like have slightly lower mean scores of 4.0 and 3.91. The
phonics bingo and word building is particularly data suggest that small group instruction methods are
effective. Activities that involve creating a story map beneficial, with the most notable impact seen in
and engaging in word sorting or sentence creation also interactive and collaborative activities.
show strong effectiveness with mean scores of 4.08 and

Table 2.6 Effectiveness of One-on-one Tutoring

INDICATORS Mean Descriptive
Rating
1. Recognize and manipulate sounds in words through rhyming segmenting and blending 4.27 Very Effective
sounds.

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2. Express thoughts through writing. 3.81 Effective

3. Use words in speaking and writing. 3.72 Effective
4. Understand, interpret, and analyze texts. 4.27 Very Effective
5. Read aloud with appropriate speed, accuracy, and expression. 4.18 Effective
Average 4.05 Effective

The data in Table 2.6 show that one-on-one tutoring is Expressing thoughts through writing and using words in
highly effective, particularly in helping students speaking and writing are effective but have slightly
recognize and manipulate sounds in words, and in lower mean scores of 3.81 and 3.72, respectively. The
understanding, interpreting, and analyzing texts, both data indicate that one-on-one tutoring is particularly
with a mean score of 4.27. Reading aloud with beneficial for phonemic awareness and text
appropriate speed, accuracy, and expression also shows comprehension, while still being effective in other areas
strong effectiveness with a mean score of 4.18. of literacy development.

Table 2.7 Effectiveness of Reading Mastery

INDICATORS Mean Descriptive
Rating
1. Identify individual sounds (phonemes) in spoken words. 4.08 Effective
2. Read and spell words. 3.91 Effective
3. Understand, interpret, and analyze texts through guided reading and discussion. 3.75 Effective
4. Practice reading daily. 3.83 Effective
5. Repeat readings of texts to improve fluency and comprehension. 3.91 Effective
Average 3.89 Effective

The data in Table 2.7 indicate that Reading Mastery is reading practice, with a mean score of 3.83, also shows
generally effective across various literacy skills. The solid effectiveness. Understanding, interpreting, and
highest mean score of 4.08 suggests that identifying analyzing texts through guided reading and discussion
individual sounds (phonemes) in spoken words is has the lowest mean score of 3.75, but it still falls within
particularly effective. Reading and spelling words, as the effective range. The data indicate that Reading
well as repeating readings to improve fluency and Mastery is a reliable method for enhancing various
comprehension, both have a mean score of 3.91, aspects of literacy, with phonemic awareness being the
indicating consistent effectiveness in these areas. Daily most effective area.

Table 2.8 Effectiveness of Read Naturally

INDICATORS Mean Descriptive Rating
1. Read the same passage multiple times. 3.81 Effective
2. Pair up to read passages to each other. 3.54 Effective
3. Listen to a recording of a fluent reader reading the passage. 3.72 Effective
4. Retell the story in their own words. 3.63 Effective
5. Answer questions about the story they read. 3.63 Effective
Average 3.66 Effective

The data in Table 2.8 suggest that the Read Naturally questions about the story both have a mean score of 3.63,
program is generally effective across various reading indicating consistent effectiveness in these areas.
strategies. The highest mean score of 3.81 indicates that Pairing up to read passages to each other has the lowest
reading the same passage multiple times is particularly mean score of 3.54, but it still falls within the effective
effective. Listening to a recording of a fluent reader also range. The data proposes that Read Naturally is a
shows strong effectiveness with a mean score of 3.72. reliable method for enhancing reading skills, with
Retelling the story in their own words and answering repeated reading being the most effective strategy.

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Table 2.9 Effectiveness of Project Read

INDICATORS Mean Descriptive
Rating
1. Write or present reports on stories they have read. 3.63 Effective
2. Create their own stories or alternate endings to existing stories. 3.63 Effective
3. Engage in games that focus on vocabulary, spelling, and comprehension. 3.81 Effective
4. Read the same story and discuss it in small groups. 3.54 Effective
5. Write journals to reflect on their reading experience. 3.72 Effective
Average 3.66 Effective

The data in Table 2.9 indicate that the Project Read through Repetition and Practice. A teacher
program is generally effective across various activities. mentioned, “using repetition and practice songs as
Engaging in games that focus on vocabulary, spelling, remedial reading instruction, noting that the pupils
and comprehension has the highest mean score of 3.81, stayed engaged in reading the words because the lively
suggesting it is the most effective strategy. Writing tune made the repetition enjoyable.” This approach
journals to reflect on their reading experience also features the importance of making learning enjoyable
shows strong effectiveness with a mean score of 3.72. and engaging for students, especially those who may
Writing or presenting reports on stories and creating struggle with traditional methods.
their own stories or alternate endings both have a mean
score of 3.63, indicating consistent effectiveness in these Another significant theme is Multisensory Learning and
areas. Reading the same story and discussing it in small Phonics-Based Instructions. Teachers emphasize “the
groups has the lowest mean score of 3.54, but it still falls use of various senses to enhance learning and focus on
within the effective range. phonemic awareness. This approach often targets
phonemic awareness and other skills such as number
Overall, the data suggests that Project Read is a reliable sense, identifying, and using numbers.” By
method for enhancing reading skills, with vocabulary incorporating multiple senses, teachers aim to create a
and comprehension games being the most effective more comprehensive learning experience that can cater
strategy. to different learning styles and needs.

The data from various tables indicate that phonics-based Individualized Attention through One-on-One Tutoring
instruction, sight word practice, and reading aloud are is also a crucial theme. Teachers provide individualized
highly effective methods for enhancing reading skills, attention to immediately teach and correct mistakes.
particularly in reading remediation and fluency. One teacher described “letting pupils write some
Multisensory learning and small-group instruction also reading materials and then read them one by one, while
show strong effectiveness, providing engaging and another emphasized mastering the sounds of each letter
interactive ways to support reading development. One- in the alphabet through one-on-one sessions.” This
on-one tutoring and Reading Mastery offer personalized personalized approach allows teachers to address
and structured support, while programs like Read specific areas of difficulty for each student, providing
Naturally and Project Read, though used less frequently, targeted support that can lead to more effective learning
still contribute positively to reading improvement. outcomes.
These methods collectively address different aspects of
reading, ensuring a comprehensive approach to Explicit Phonics Instruction is another common theme.
supporting struggling readers. This involves phonemic awareness that focuses on the
ability to hear, identify, and manipulate sounds in words.
III. INFLUENCE OF REMEDIAL READING According to one teacher, “activities might include
INSTRUCTIONS ON LITERACY rhyming, blending sounds, segmenting words, and
DEVELOPMENT teaching letter-sound relationships in a sequential,
Personalized and Engaging Multisensory Learning structured way, such as introducing consonant-vowel-
for Struggling Readers consonant (CVC) words before moving to more
The narratives of teachers regarding remedial reading complex patterns. This systematic approach helps build
instructions can be classified into several themes and a strong foundation in phonics, which is crucial for
subthemes. One prominent theme is Engagement developing reading skills.”

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Lastly, the theme of Mastery of the Alphabet and Clear Goals and Multiple Pathways highlight the
Phonetic Sounds is highlighted. Teachers mentioned importance of setting clear learning goals and offering
that “focus on familiarization and memorization of basic multiple learning pathways. This approach allows
sight words, using methods like the Fuller method, and teachers to provide differentiated instruction that caters
teaching all phonetic sounds of vowels and consonant to the diverse needs of their students. By setting clear
blends in English.” These narratives collectively objectives and offering various ways to achieve them,
illustrate a comprehensive approach to remedial reading teachers can ensure that all students can succeed.
instruction, combining engagement, multisensory
learning, individualized attention, and systematic Visual and Hands-On Materials are used to support
phonics instruction to support struggling readers The individualized learning. Teachers “post visual materials
narratives of teachers regarding tailoring remedial for students to write and read individually, then call
reading instructions to meet individual student needs can them one by one to provide personalized
be classified into several themes and subthemes. feedback”. This method combines visual and hands-on
learning, making it easier for students to grasp new
Personalized and Adaptive Remedial Reading concepts and apply them in practice.
Instruction
Assessment and Adaptation is a key theme. Teachers Varied Reading Activities based on students’ reading
assess each student’s reading level and specific levels ensure that instruction is appropriately
difficulties to tailor instruction. For phonemic challenging and engaging. By using varied reading
awareness, activities are adjusted based on the student’s activities, teachers can cater to different skill levels and
ability to manipulate sounds, using simpler or more keep students interested in the learning process. “This
complex words as needed. In systematic phonics, pacing variety helps maintain student engagement and supports
is adapted, introducing new patterns only when the the development of a range of reading skills.”
student master’s current ones. This approach ensures
These narratives collectively illustrate a comprehensive
that instruction is personalized and responsive to each
approach to tailoring remedial reading instruction,
student’s progress.
combining assessment, targeted practice, regular
Targeted Practice and Engagement is another significant monitoring, repetition, clear goals, visual materials, and
theme. Teachers provide targeted practice based on the varied activities to meet the individual needs of each
student’s errors, using games and hands-on activities to student.
keep them engaged. Regular progress monitoring helps
The narratives of teachers regarding the changes
modify lessons, ensuring that each student gets
observed in students’ reading abilities since
personalized support, whether they need more time with
implementing remedial instructions can be classified
CVC words or are ready for more advanced patterns.
into several themes and subthemes.
This method keeps students motivated and helps address
specific areas of difficulty. Progression in Reading Skills is a prominent theme.
Teachers have observed that students’ reading abilities
Regular Monitoring and Feedback are crucial for
have progressed from simple CVCV and CVC words to
identifying and addressing reading skills that need
more complex structures like CVCC, diphthongs,
remediation. “By regularly monitoring how pupils read
digraphs, sentences, and paragraphs. This progression
varied texts, teachers can pinpoint the skills that still
indicates a significant improvement in their phonemic
require attention.” This ongoing assessment allows for
awareness and decoding skills.” The ability to recognize
timely interventions and adjustments to instruction,
and read more complex patterns shows that students are
ensuring that students receive the support they need to
building a solid foundation in reading.”
improve their reading abilities.
Phonemic Awareness and Decoding is another key
Repetition and Reinforcement are emphasized through
theme. “Explicit phonics instruction has led to
repeated sounds and actions. Teachers use repeated
significant improvements in students’ reading abilities.
instructions and activities to meet the needs of each
They develop stronger phonemic awareness, becoming
pupil. “This repetition helps reinforce learning and
more confident in blending and segmenting sounds.
ensures that students have multiple opportunities to
Their decoding skills improve as they recognize letter-
practice and master new skills.”
sound relationships, leading to better fluency in reading

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CVC words and progressing to more complex Comprehensive and Adaptive Remedial Reading
patterns.” This improvement in phonemic awareness Strategies
and decoding is crucial for developing proficient reading Formative and Summative Assessments are a key
skills. theme. Teachers use a combination of formative and
summative assessments to gauge students’
Parental Involvement and Continuous Improvement progress. “Regular phonemic awareness tasks, such as
highlight the role of parents in supporting their sound blending and segmentation, help track students’
children’s reading development. Teachers note ability to manipulate sounds. Timed decoding exercises
that “students are improving little by little because and fluency checks measure improvements in reading
parents are asked to follow up on reading at home.” This speed and accuracy.” Additionally, “comprehension
collaboration between teachers and parents ensures that questions after reading passages gauge
students receive consistent support, reinforcing the skills understanding.” These assessments provide a
learned in the classroom. comprehensive view of students’ reading abilities and
help identify areas needing further instruction.
Engagement and Motivation are emphasized through the
increased engagement and motivation observed in Informal Observations and Anecdotal Notes highlight
students. “As students gain confidence in their ability to the importance of daily, informal assessments. Teachers
read independently, they become more motivated to monitor progress “through direct observation during
practice and improve their reading skills.” This reading activities, making records and anecdotal
increased engagement is a positive outcome of the notes.” This approach allows teachers to adjust
remedial instructions, as it encourages students to take instruction based on each student’s development,
an active role in their learning. ensuring that the remedial reading instruction is tailored
to individual needs. Informal observations provide real-
Success and Confidence is a recurring theme in the
time insights into students’ reading behaviors and
narratives. Teachers report “successful results in using
challenges.
remedial reading, with students who previously
struggled now able to tackle unfamiliar words.” This Weekly Assessments and Constant Remediation
success boosts students’ confidence, leading to further emphasize the regularity and consistency of
improvements in their reading accuracy and assessments. According to the narratives of
comprehension skills. The ability to recognize simple teachers, “weekly assessments are conducted to track
sight words and read simple sentences demonstrates the progress and identify areas for improvement. Constant
tangible progress students are making. remediation and helping reading activities monitor if
students have improved.” This consistent assessment
Repetition and Reinforcement are also highlighted.
and remediation cycle ensures that students receive
Teachers use repeated sounds and actions to reinforce
ongoing support and opportunities to practice and refine
learning. “This repetition helps students internalize the
their reading skills.
skills they are learning, making it easier for them to
apply these skills in different reading contexts. The Repetition, Familiarization, Memorization, and Mastery
consistent practice of sounds and actions ensures that focus on the methods used to reinforce
students have multiple opportunities to master new learning. “Students’ progress manifests through
skills.” repetition, familiarization, memorization, and
mastery.” By repeatedly practicing sounds, words, and
These narratives collectively illustrate the positive
reading passages, students become more familiar with
impact of tailored remedial reading instructions on
the material, leading to improved reading skills. This
students’ reading abilities. The combination of explicit
repetitive practice helps solidify their understanding and
phonics instruction, parental involvement, engagement,
ability to apply reading strategies independently.
and consistent practice has led to significant
improvements in students’ reading skills, confidence, These narratives collectively illustrate the multifaceted
and motivation. The narratives of teachers regarding the approach teachers use to assess the progress of students
assessment of students receiving remedial reading receiving remedial reading instruction. The combination
instruction can be classified into several themes and of formal assessments, informal observations, regular
subthemes. assessments, and repetitive practice ensures that

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students’ reading abilities are continuously monitored showcasing the broad effectiveness of these
and supported, leading to significant improvements in interventions.” This overall impact highlights the
their reading skills. success of the remedial reading strategies in addressing
and mitigating reading challenges among students.
The narratives provided by the teachers can be classified
into several themes that highlight the successful The use of specific methods, such as the Marungko
outcomes of using remedial reading strategies. One Method, is also noteworthy. “Using the Marungko
prominent theme is the progress in phonics and basic Method but with the mastery of the alphabet shows how
reading skills. For instance, “pupils who initially specific instructional methods can be particularly
struggled to correctly sound out the alphabet progressed effective in helping students improve their reading
to becoming readers in English, as noted by Grade 4 skills.” This theme emphasizes the success of structured
teachers when they assessed the reading skills of Grade and methodical approaches in reading instruction.
3 repeaters.” This demonstrates the foundational
improvement in phonics, where students who had Lastly, the progression from reading simple words to
difficulty with basic letter sounds and phonemic more complex sentences and paragraphs is a crucial
awareness showed significant progress, eventually theme. “Struggling readers can read simple words,
mastering the alphabet and basic reading skills. sentences, and even paragraphs, indicating significant
improvement in reading comprehension and
Another theme is the mastery of CVC words and fluency.” This progression showcases the overall
improved fluency. “One student, initially struggling development of students’ reading abilities, moving from
with basic letter sounds, mastered CVC words after basic to more advanced levels of reading.
consistent phonics instruction.” Another, “who had
difficulty blending sounds, improved fluency and Overcoming Resource and Engagement Barriers in
reading confidence through targeted practice.” Both Remedial Reading
showed marked progress, moving from frustration to The narratives provided by the teachers reveal several
successfully reading simple texts independently and key themes regarding the challenges faced when
with greater comprehension. This highlights the specific implementing remedial reading instructions. One
achievements in reading fluency and confidence, prominent theme is the lack of resources. Teachers
showing how targeted phonics instruction can lead to frequently mention “limited teaching materials and
significant improvements. resources, which hinder their ability to provide effective
instruction.” This scarcity of resources makes it difficult
The ability to read consonant blends and digraphs is to address the diverse needs of struggling readers
another important theme. “Struggling readers were able adequately.
to read consonant blend words and digraphs, indicating
a deeper understanding of phonics and improved Another significant theme is poor reading habits and
decoding skills.” This advancement in reading more lack of discipline among students. Teachers note
complex phonetic structures showcases the that “many pupils have poor reading habits and lack the
effectiveness of the remedial strategies in enhancing discipline necessary for consistent practice. Some
students’ reading abilities. students are very forgetful, which further complicates
the learning process.” This lack of discipline and poor
Effective and Structured Remedial Reading habits can impede progress and make it challenging for
Interventions teachers to maintain a structured learning environment.
Provision and mastery of reading materials also emerged
as a key theme. One teacher said that “Providing Absenteeism and lack of focus also emerge as critical
students with reading materials and then later on challenges. Teachers report that “habitual absenteeism
mastering them underscores the importance of access to among pupils is a major issue, making it difficult to
appropriate resources.” This demonstrates how tailored maintain continuity in
reading materials can significantly aid in the student’s instruction.” Additionally, “students often lack focus,
reading development. which can be attributed to various factors, including a
lack of interest or external distractions.” This lack of
The reduction in reading difficulties is another focus and regular attendance significantly impacts the
significant theme. “The strategies helped reduce the effectiveness of remedial reading programs.
number of pupils who have difficulty learning to read,

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Addressing varying levels of reading deficits is another Interactive and multisensory activities are also
theme. Teachers face the challenge of catering to highlighted as effective strategies. Teachers “use hands-
students who progress at different rates, requiring more on materials, games, and songs to make learning more
individualized attention. “Limited time for one-on-one engaging.” These activities cater to different learning
instruction can hinder the ability to focus deeply on styles and help students stay interested and motivated.
specific needs.” This variability in student progress
necessitates a more tailored approach, which can be Personalized and interest-based learning is another
difficult to implement with limited resources and time. theme. “Selecting books that match students’ interests
helps foster a love for reading and keeps them
Motivation and engagement are also highlighted as motivated.” Teachers also “give students more time to
challenges. “Keeping struggling readers motivated and read and engage in activities that are tailored to their
engaged, especially when progress is slow, is a individual needs.”
significant hurdle.” Teachers must find ways to
maintain students’ interest and encourage persistence, Visual aids and colorful materials are used to make
which can be particularly challenging when students reading more appealing. Teachers “use colorful visual
face repeated difficulties. reading materials and give rewards such as appreciation
or “star” stamps to acknowledge students’
The behavior and support from parents is another progress.” These visual aids help make the learning
theme. “Some pupils lack the eagerness to learn, and process more enjoyable and visually stimulating.
teachers note that parental support is often
lacking.” This lack of enthusiasm and support from Finally, building foundational skills is crucial.
home can negatively affect students’ attitudes towards Teachers “focus on mastering words, correct
reading and their overall progress. pronunciation, vocabulary building, and storytelling to
develop more skills.” This foundational work is
Finally, the initial lack of foundational skills is a critical essential for helping students improve their reading
challenge. Teachers encounter “students with zero abilities and gain confidence in their skills.
background in the alphabet and the sounds of each letter,
making it difficult to build upon non-existent The narratives provided by the teachers reveal several
foundational skills.” This lack of basic knowledge key themes regarding how they involve parents or
requires teachers to start from the very beginning, which guardians in the remedial reading process. One
can be time-consuming and challenging without prominent theme is the use of communication through
adequate support and resources. social media and technology. Teachers
mention “creating group chats for parents, sending
Interactive and Supportive Remedial Reading reading materials, and asking for videos of children
Practices reading. They also use messaging and phone calls to
The narratives provided by the teachers reveal several keep parents informed and engaged.” This approach
key themes regarding how they engage and motivate ensures that parents are continuously updated and can
struggling readers during remedial sessions. One actively participate in their child’s reading progress.
prominent theme is the use of technology and interactive
tools. Teachers mention “using reading applications on Enhanced Engagement and Support through
tablets and educational games to make learning more Technology and Parental Involvement
engaging and fun.” These tools help capture students’ Another significant theme is providing resources and
attention and make the learning process more support. Teachers provide reading books and facilities
interactive. to support the learning process at home. They also offer
moral and emotional support to both parents and
Another significant theme is positive reinforcement and students, helping to create a positive and encouraging
rewards. Teachers motivate students “by giving small environment for reading.
rewards such as candies, chocolates, meals, or
snacks.” They also “use praise and positive Parental involvement in follow-up activities is also
reinforcement to celebrate small successes, which helps highlighted. Teachers emphasize the importance of
boost students’ confidence and encourages them to keep parents conducting follow-up reading activities at home
trying.” to reinforce what is learned during remedial
sessions. This hands-on involvement helps solidify the

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child’s reading skills and fosters a collaborative effort Lastly, the use of visual and auditory aids is emphasized.
between home and school. Teachers show short films, and video presentations of
sight words, and ask students to describe their favorite
Educational meetings and training for parents are cartoon characters. These visual and auditory stimuli
another key theme. During meetings, such as HPTA help in making reading activities more relatable and
meetings, teachers educate parents on simple reading interesting, thereby improving student engagement and
strategies they can use at home. This empowers parents retention. These themes collectively illustrate how
with the knowledge and tools needed to support their technology is being effectively integrated into remedial
child’s reading development effectively. reading instruction, enhancing the learning experience
and supporting diverse student needs.
Lastly, direct communication and reminders are used to
ensure parental involvement. Teachers send letters and The narratives provided by the teachers highlight several
call parents to attend meetings and follow up on their key themes regarding additional resources and support
child’s reading level. This direct approach helps that would enhance the effectiveness of remedial
maintain a strong connection between the school and reading programs. One prominent theme is the need for
home, ensuring that parents are actively engaged in their interactive and engaging materials. Teachers
child’s reading journey. emphasize the importance of having games, educational
songs, and phonics programs to make learning more
The narratives provided by the teachers reveal several
enjoyable and effective. These resources help in
key themes regarding the integration of technology into
reinforcing reading skills through interactive and playful
remedial reading instruction. One prominent theme is
methods.
the use of educational apps and software. Teachers
utilize interactive phonics practice, reading Another significant theme is the provision of physical
comprehension activities, and fluency drills through and digital resources. Teachers mention the need for
various apps and software, making learning more leveled books, storybooks, activity books, and printed
engaging and personalized for students. This approach reading materials that students can take
helps reinforce skills and provides a dynamic learning home. Additionally, they highlight the importance of
experience. having tablets, reading apps, software, interactive
whiteboards, magnetic boards, and other
Another significant theme is the use of multimedia tools.
manipulatives. These tools provide diverse and
Teachers incorporate laptops, televisions, and
accessible ways for students to engage with reading
PowerPoint presentations to create interactive lessons.
materials.
For example, one teacher uses the favorite songs of
pupils to create karaoke sessions, typing out lyrics for Specialized programs and professional support are also
students to read and sing along. This method not only crucial. Teachers suggest implementing specialized
makes reading fun but also helps in improving reading reading programs, such as an 8-week curriculum, and
fluency and comprehension. having access to trained reading specialists. This
professional support would enhance the quality of
Assistive technology is also highlighted as a crucial
instruction and provide targeted interventions for
element. Devices such as augmentative communication
students who need additional help. Extra time for
tools and digital portfolios are used to support students
individualized instruction and small-group sessions is
with specific needs, ensuring that all students have
also mentioned as a way to significantly improve student
access to effective reading instruction. This technology
outcomes.
aids in providing tailored support to enhance learning
outcomes. The theme of technological and multimedia aids is
evident as well. Teachers express the need for video
The provision of devices is another key theme. Some
lessons, colored storybooks, flashcards showing sight
teachers buy tablets for students to borrow and use daily,
words, and other visual aids. These resources help in
and televisions are used for displaying reading materials
making reading activities more visually appealing and
and lessons. This ensures that students have access to
engaging for students.
necessary technological resources, facilitating
continuous learning both in and out of the classroom. Lastly, the development of teaching skills and human
resources is highlighted. Teachers recognize the

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importance of exploring and expanding human Assessment and monitoring are also highlighted.
resources intelligence and developing skills in teaching Teachers use interviews and assessments to monitor the
reading. This professional development would ensure student’s progress. They make lists to track
that teachers are well-equipped to deliver effective improvements and use reports like CRLA to implement
reading instruction and support their students’ learning necessary changes. This systematic approach ensures
needs. These themes collectively illustrate the diverse that progress is continuously monitored and sustained.
range of resources and support that teachers believe
would enhance the effectiveness of remedial reading These themes collectively illustrate the comprehensive
programs, ultimately leading to better student outcomes. strategies that teachers believe are essential to ensure
that the progress made during remedial reading sessions
Sustained Progress through Consistent Practice and is sustained over time.
Parental Involvement
The narratives provided by the teachers reveal several The feedback from students and parents regarding the
key themes on how to ensure that progress made during remedial reading instructions can be classified into
remedial reading sessions is sustained over time. One several themes. One prominent theme is the increased
prominent theme is the importance of consistent follow- interest and engagement in reading. Parents have
up and communication with parents. Teachers noticed that their children suddenly become interested in
emphasize the need for regular communication with reading at home, although this interest varies among
parents to ensure that learning continues at home. They students. This increased engagement is crucial for
believe that if parents take the initiative to teach their sustaining progress over time.
children how to read, it significantly contributes to
Collaborative and Continuous Professional Growth
sustained progress.
for Effective Remedial Reading Instruction
Another significant theme is the effectiveness of the Another significant theme is the improvement in reading
reading process and feedback. Teachers highlight and comprehension skills. Both students and parents
that positive feedback from parents and students is a have reported that learners can read and comprehend
crucial indicator of the effectiveness of the reading better. Students express that they can perform better
process. This feedback helps in assessing the progress academically when they can read well, and parents are
and making necessary adjustments to the teaching happy to see their children reading stories given by their
methods. teachers, especially in higher grades like Grade 4.

Consistent practice and review are also a crucial theme. Enhanced confidence and enjoyment in reading is also a
Teachers ensure that progress is sustained by providing key theme. Feedback from students often includes
consistent practice, reviewing previously learned skills, increased confidence and enjoyment in reading, with
and encouraging independent reading. Regular many appreciating the interactive and personalized
monitoring and ongoing reinforcement in class and at approach of the remedial sessions. This positive attitude
home are essential strategies to maintain growth over towards reading helps in maintaining their interest and
time. motivation.

The theme of parent education and involvement is The theme of collaborative efforts between teachers and
evident as well. Educating parents and maintaining parents is evident as well. Parents frequently
regular communication with them is seen as vital. This note significant improvement in their children’s reading
involvement helps in creating a supportive environment abilities and enthusiasm, highlighting the positive
for the students, both at school and at home. impact on their overall academic performance. They
are thankful for the collaborative efforts of teachers and
The provision of diverse reading materials and parents, which have shown progress in their children’s
interactive tools is another important theme. Teachers reading skills.
mention the need for diverse reading materials and
interactive tools provided by the school to keep the The effectiveness of continual instruction and follow-up
pupils engaged and motivated. This variety helps in is another important theme. Continual reading
catering to different learning styles and maintaining instruction and follow-up reading at home are seen as
student interest. more effective in facilitating the reading process for
non-readers and slow readers. This ongoing support

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ensures that students do not fall behind and continue to emphasizing the importance of collaboration, practical
improve. training, research, and personal dedication.

Lastly, the theme of progress in identifying words and The narratives of teachers on how they collaborate with
sentences is highlighted. Students can already identify others to support struggling readers can be classified
words and sentences, which is a significant milestone in into several themes.
their reading journey. This progress is a result of the
consistent and focused efforts of both teachers and Seeking Advice and Support is a common theme where
parents. teachers ask for advice and help, particularly in terms of
discipline. They also seek support for resources, getting
The professional development opportunities that advice and suggestions from their colleagues and
teachers have found most helpful in improving their specialists. This collaborative approach ensures that
remedial reading instruction can be classified into teachers are well-equipped with the necessary tools and
several themes. strategies to handle various challenges.

One prominent theme is collaborative learning and Sharing Resources and Materials is another significant
sharing. Teachers have benefited greatly from theme. Teachers frequently share instructional
collaborative sessions with school heads and co- materials, reading materials, and their experiences with
teachers, where they share strategies and techniques for each other. This exchange of resources helps in
dealing with struggling readers. SLACS (School providing diverse and effective materials tailored to the
Learning Action Cells) also facilitate the sharing of needs of struggling readers. By sharing successful
challenges and solutions among teachers, enhancing strategies, resources, and materials that have worked
their collective ability to support struggling readers. well, teachers can tailor interventions to better support
their students.
Another significant theme is practical workshops and
training. Workshops on explicit phonics methods, Collaborative Planning and Communication is also
multisensory instruction, and strategies for crucial. Teachers collaborate with other teachers and
differentiated learning have been particularly specialists by sharing insights and strategies specifically
beneficial. These workshops provide teachers with tailored to struggling readers. They coordinate
hands-on experience and specific reading interventions individualized plans, exchange resources, and align
that they can apply in their classrooms to support diverse interventions to ensure consistent support. Regular
learners. meetings and open communication help integrate
approaches and address specific needs effectively.
Research and self-initiated learning is also a key theme.
Some teachers engage in action research within their Demonstrating Effective Techniques is another theme
teaching profession, allowing them to explore and where teachers show and share their techniques that
implement new methods and strategies based on their could also be effective for the struggling readers their
findings. This self-driven approach to professional colleagues are handling. By telling others about the
development helps them stay current with best practices effectiveness of their strategies or techniques in the
and continuously improve their instructional techniques. reading process, they contribute to a collective pool of
knowledge and practices that benefit all students.
Benchmarking and self-fulfillment are additional
themes. Benchmarking against other schools or These themes highlight the importance of collaboration,
programs provides teachers with insights into effective resource sharing, and open communication among
practices and standards. Meanwhile, some teachers find teachers and specialists to effectively support struggling
personal fulfillment in their work, focusing on the joy of readers.
helping pupils learn rather than seeking formal
professional development for promotion. This intrinsic The narratives of teachers regarding future
motivation drives them to continually seek ways to improvements or changes in remedial reading programs
improve their teaching methods. can be classified into several themes.

These themes highlight the diverse approaches teachers Innovative Approaches and Resources: Teachers
take to enhance their remedial reading instruction, express “a desire for innovations that help struggling

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readers easily group and understand words”. They also Outcome-Oriented Goals: Setting SMART (Specific,
emphasize “the need for additional teachers to handle Measurable, Achievable, Relevant, and Timely)
remediation, allowing the primary teacher to focus on learning outcomes is emphasized to ensure that the goals
instruction.” This approach aims to provide more of remedial reading programs are clear and attainable.
personalized attention to struggling readers, ensuring Teachers also express a desire “to see zero non-readers
they receive the support they need. in their programs, aiming to produce quality learning
outcomes for all students.”
Personalized Learning and Technology Integration:
There is a strong call for more personalized learning These themes highlight the need for a multifaceted
tools and greater integration of technology to engage approach to improving remedial reading programs,
students. Teachers believe that “using technology can focusing on innovation, personalized learning,
make learning more interactive and motivating for collaboration, resource availability, and clear, outcome-
students.” They also highlight “the importance of having oriented goals.
access to professional development to stay updated with
the latest teaching strategies and tools.” The narratives provided by teachers highlight the
multifaceted approach to remedial reading instruction,
Collaboration and Professional Support: Enhanced emphasizing the importance of engagement through
collaboration among teachers and specialists is seen as repetition and practice, multisensory learning, and
crucial for the success of remedial reading programs. individualized attention.
Teachers suggest that “regular assessments by
developmental doctors could help evaluate learning Teachers “use explicit phonics instruction and focus on
behaviors and difficulties, allowing for more effective mastery of the alphabet and phonetic sounds to support
grouping and tailored interventions based on student’s struggling readers.” They tailor instruction to meet
abilities and needs.” individual needs through assessment, targeted practice,
and regular monitoring.
Improved Learning Environment and Resources:
Teachers envision a better learning environment with The positive impact of these strategies is evident in the
ICT support, complete reading materials, and a lesser progression of students’ reading skills, increased
number of learners per class. They believe that “a better engagement and motivation, and the crucial role of
classroom ambiance can significantly impact students’ parental involvement. Despite challenges such as lack of
learning experiences.” Additionally, there is a call for resources and varying levels of reading deficits, teachers
“more support from the school in providing materials employ innovative and supportive practices to enhance
like TVs and gadgets to motivate students.” literacy development.

Table 3. Challenges Encountered in the Implementation of Remedial Reading

Frequency Percentage
Count (%)
Lack of resources 9 75.00
Lack of support from parents or guardians 9 75.00
Lack of teachers’ training on appropriate remedial instruction strategies 8 66.66
Time constraints / Time limitations 7 58.33
Learner’s poor motivation towards reading 7 58.33
Large class size 7 58.33
Diverse learning needs 6 50.00

The data from Table 3 reveal several critical challenges reinforcement of reading skills at home, both of which
in the implementation of remedial reading programs. are essential for the success of remedial programs.
The most significant issues, each affecting 75% of the
respondents, with a frequency of 9 are the lack of Another major challenge, affecting 66.66% and with the
resources and insufficient support from parents or frequency of 8 of the respondents, is the lack of teachers’
guardians. These challenges are crucial as they directly training on appropriate remedial instruction strategies.
impact the availability of necessary materials and the This indicates a need for professional development to

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equip teachers with the skills and knowledge required to based on individual learning behaviors and difficulties
effectively support struggling readers. Time constraints can ensure that each student’s needs are met more
and large class sizes, each affecting 58.33% of the precisely. Enhanced collaboration among teachers,
respondents, further complicate the delivery of specialists, and parents, along with better access to
personalized and effective remedial instruction. These professional development, can further strengthen the
issues suggest that teachers are often stretched too thin, support system for struggling readers.
making it difficult to provide the individual attention
that struggling readers need. The narratives provided can be classified into several
key themes: innovative instructional strategies,
Additionally, learner’s poor motivation towards reading personalized learning and technology integration,
and diverse learning needs, each affecting 58.33% and professional development and collaboration, early
50% of the respondents respectively, highlight the intervention and assessment, and resource allocation and
importance of engaging and differentiated instruction. classroom management.
These challenges underscore the necessity for
innovative and tailored approaches to meet the varied Firstly, there is a strong emphasis on innovative
needs of students and to foster a positive attitude instructional strategies. This includes the desire for
towards reading. “tools that help struggling readers group and understand
words more easily, and the addition of teachers
The data from Table 3 highlight several critical specifically for remediation.” These innovations aim to
challenges in implementing remedial reading programs, ensure that primary instructors can focus on delivering
including a lack of resources and insufficient parental core instruction while specialized teachers handle
support, both affecting 75% of respondents. remediation, thereby improving the overall
Additionally, 66.66% of respondents cite inadequate effectiveness of the program.
teacher training on remedial strategies, indicating a need
for professional development. Time constraints and Personalized learning and technology integration are
large class sizes, each affecting 58.33% of respondents, also highlighted as crucial improvements. “The use of
further hinder personalized instruction. Poor student personalized learning tools and greater integration of
motivation and diverse learning needs, affecting 58.33% technology can significantly enhance student
and 50% of respondents respectively, underscore the engagement and cater to individual learning
necessity for engaging, differentiated approaches to needs.” This approach not only makes learning more
foster a positive reading attitude and meet varied student interactive but also allows for tailored instruction that
needs. can address specific difficulties faced by struggling
readers.
Innovative and Personalized Support for Struggling
Readers Professional development and collaboration among
Providing actions to these challenges requires a teachers, specialists, and parents are seen as vital for the
multifaceted approach, including increased resources, success of remedial reading programs. Enhanced access
enhanced parental involvement, targeted professional to professional development ensures that teachers are
development for teachers, and strategies to manage class well-equipped with the latest strategies and techniques
sizes and time effectively. By tackling these issues, for effective remediation. “Stronger collaboration
remedial reading programs can become more effective fosters a supportive environment where all stakeholders
in supporting struggling readers and improving overall work together to support the student’s learning
literacy outcomes. journey” one of the teacher respondent said.

For future improvements, integrating technology to According to other teacher, “Early intervention and
create more engaging and personalized learning assessment are critical for identifying and addressing
experiences could be highly beneficial. Innovations that reading difficulties before they become more
help struggling readers easily group and understand severe.” The involvement of developmental doctors in
words, as well as additional teachers dedicated to conducting assessments can help in understanding the
remediation, can allow primary instructors to focus on learning behaviors and difficulties of students, allowing
delivering core instruction. Moreover, involving for more effective grouping and targeted interventions
developmental doctors to assess and tailor approaches based on individual needs.

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 United International Journal for Research & Technology
Volume 06, Issue 04, 2025 | Open Access | ISSN: 2582-6832

Lastly, resource allocation and classroom management group instructions to foster collaboration among
are essential for creating an optimal learning students, alongside one-on-one tutoring for personalized
environment. “Adequate resources, such as reading attention. Other effective remedial reading instructions
materials and workbooks, are necessary for effective such as reading mastery, read naturally, and project read
instruction.” “Smaller class sizes and better classroom are also incorporated to further assist students in their
ambiance can significantly improve the teacher’s ability reading development.
to monitor and support each student.” Additionally,
“providing motivational tools like TVs and gadgets can The finding showed that out of 9, there were 2 very
enhance student engagement and motivation.” These effective which are the Phonics-based instructions and
themes underscore the need for a comprehensive and Reading Aloud, and for the remaining 6 were effective.
multifaceted approach to improving remedial reading Phonics-Based Instruction with a rating of 4.34, stands
programs. By addressing these areas, schools can create out as the very effective remedial reading instructions
a more supportive and effective learning environment among the options evaluated. Closely following
for struggling readers, ultimately aiming for the goal of phonics, Reading Aloud received a rating of 4.31,
zero non-readers and producing quality learning indicating it is also considered very effective. Rated at
outcomes. 4.16, the Sight Words is deemed effective as well. With
a rating of 4.19, Multi-sensory learning is recognized as
Attending to the challenges in remedial reading effective. Scoring 4.08, Small Group instruction is also
programs requires a multifaceted approach, including viewed as effective. Rated at 4.05, one-on-one tutoring
increased resources, enhanced parental involvement, is effective, though slightly less so than small-group
targeted professional development, and effective instruction. With a rating of 3.89, reading mastery is still
classroom management. Integrating technology for considered effective, though it ranks lower than the
personalized learning, involving developmental doctors previously mentioned remedial reading instructions.
for tailored assessments, and fostering collaboration Both Read Naturally and Project Read received a rating
among teachers, specialists, and parents are crucial. of 3.66, indicating they are effective but less favored
Emphasizing innovative instructional strategies and compared to the other remedial reading instructions.
early intervention can significantly improve literacy
outcomes. By creating a supportive and engaging The remedial reading instructions have significantly
learning environment, schools can better support influenced the literacy development of struggling
struggling readers and aim for the goal of zero non- readers through various themes and sub-themes. The
readers, ultimately enhancing overall literacy and key themes identified include personalized and
academic performance. engaging multisensory learning, which emphasizes
engagement through repetition, practice, and phonics-
IV. DISCUSSIONS based instructions, along with individualized attention
Effective remedial reading instructions are important in and mastery of phonetic sounds. Personalized and
transforming non-readers into proficient readers, adaptive remedial reading instruction focuses on
highlighting the need for tailored approaches, skilled assessment, targeted practice, and regular monitoring,
educators, and supportive environments to foster while comprehensive and adaptive strategies highlight
literacy development. This study was designed to find formative assessments, repetition, and improvement in
out the impact of remedial reading instructions on the fluency. Effective and structured interventions involve
literacy development of learners in selected schools in mastering reading materials and using specific methods
the municipality of Irosin. like the Marungko method. Overcoming resource and
engagement barriers addresses challenges like lack of
There are different remedial reading instructions resources, poor reading habits, and absenteeism, while
provided by the Grade 3 teachers to support struggling interactive and supportive practices utilize technology
readers. These are the phonics-based instructions, which and positive reinforcement. Enhanced engagement is
focus on the relationship between letters and sounds, and achieved through technology and parental involvement,
reading aloud, which helps improve fluency and providing resources, educational meetings, and the use
comprehension. Additionally, sight word practice is of multimedia tools. Sustained progress is ensured
utilized to enhance recognition of common words, while through consistent practice, parental involvement, and
multisensory learning engages multiple senses to varied reading materials. Lastly, collaborative and
reinforce reading skills. Teachers also implement small continuous professional growth focuses on improving

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 United International Journal for Research & Technology
Volume 06, Issue 04, 2025 | Open Access | ISSN: 2582-6832

reading skills, confidence, and enjoyment in reading, 3. Remedial reading instructions highlight the
along with collaborative efforts between teachers and significant positive impact on the literacy
parents, practical workshops, and research initiatives. development of struggling readers through
personalized, adaptive, structured, interactive,
The most pressing challenges, each reported by 9 out of collaborative and consistency of practice. These
12 respondents or 75% of respondents, are lack of process collectively contribute to significant
resources and insufficient support from parents. improvements in student’s reading skills,
confidence, and motivation.
A frequency of 8 and 66.66% of respondents
4. There are challenges in implementing remedial
highlighted the lack of teacher training on appropriate
reading instructions such as lack of resources,
remedial reading instructions. Time constraints/ Time
insufficient support from parents and guardians,
limitations, Learner’s poor motivation towards reading,
lack of teachers’ training on appropriate remedial
and Large class size obtained a frequency of 7, and 58.33
instruction strategies, time constraints/time
respondents encountered those challenges. While a
limitations, learner’s poor motivation towards
frequency of 6 respondents or 50% noted diverse
reading, large class size and diverse learning needs.
learning needs as one of the challenges they
5. The development of innovative remedial reading
encountered.
instructions that incorporate personalized support
Among the various approaches to remedial reading and phonics-based techniques is essential for
instruction, phonics-based methods are the most helping struggling readers achieve success.
effective. Phonics instruction is a powerful tool for
Based on the findings and conclusions, the following
teaching reading, especially when integrated with other
recommendations are given:
instructional strategies and an emphasis on
1. By continuing to use effective methods and
comprehension and engagement. From this, innovative
integrating a variety of instructional approaches,
remedial reading instructions and personalized support
teachers can better meet the diverse needs of their
for struggling readers using Phonics-based methods are
students and enhance overall reading proficiency.
proposed.
2. Integrate Phonics-Based Instruction into the core
This study used a mix of quantitative and qualitative curriculum, focus on remediation program and
methods and data from the participants were collected professional development for teachers, expand the
through a survey using a questionnaire and Likert- word wall, use technology, and incorporate
scaling. Involved in these studies were 12 Grade 3 questions and discussions that promote critical
teachers from selected schools in District I in the thinking about the text and its themes to enhance
municipality of Irosin. The statistical measures used in deeper understanding.
treating data included rank mean, and percentage. 3. Schools implement personalized learning plans,
Themes and categories were determined based on the utilize adaptive technologies, establish structured
participants’ shared ideas which facilitated the narrative reading programs, create interactive learning
analysis of the qualitative data. environments, foster collaborative learning, ensure
consistency of practice, provide ongoing
V. CONCLUSIONS AND RECOMMENDATION professional development, engage families, monitor
Based on the findings of this study, the researcher progress regularly and promote a positive learning
concludes that: culture.
1. A variety of remedial reading instructions are 4. Allocate more resources, involve parents and
valued and frequently used by teachers due to their guardians, provide ongoing teacher training, adopt
effectiveness in enhancing different aspects of flexible scheduling, use engaging reading materials,
reading skills. reduce class sizes, offer tailored instructions,
2. The Phonics-Based instructions and Reading Aloud encourage teacher collaboration, conduct regular
are considered very effective remedial reading monitoring and assessments, and promote
instructions, and the remaining remedial reading community involvement.
instructions such as Sight word practice, Multi- 5. Create comprehensive and effective remedial
sensory learning, Small group instruction, One-on- reading instruction that supports struggling readers
one tutoring, Read Naturally, Project Read and in developing their skills and confidence be an
Read Naturally belonging as effective. advocacy of teachers.

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 United International Journal for Research & Technology
Volume 06, Issue 04, 2025 | Open Access | ISSN: 2582-6832

ACKNOWLEDGEMENT (unpublished master's thesis). University of Batangas,

The researcher would like to extend her heartfelt Philippines.
gratitude to those who offered invaluable support and [12] Bautista, J. (2023). Deped Readies Remediation Program
guidance throughout the writing process. The For Reading, Math.
researcher’s family and friends for their unwavering https://www.google.com/amp/s/newsinfo.inquirer.net/16
support, love, belief, and encouragement. Above all, to 94826/deped-readies-remediation-program-for-reading-
the Almighty God-endowed wisdom and strength for the math/amp
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