Effectiveness of Remedial Reading Program to Struggling Readers in Grade Three Learners of Camarin D. Elementary School

Vol.3, No.2

Abstract

Remedial reading teachers with significant preparation, years of experience teaching in general classrooms, and a passion for their work frequently run into problems when they try to implement a remedial reading program in a public school system. They could become involved in issues including poor scheduling, unbalanced caseloads, insufficient staff collaboration, and insufficient parental support. As a result, the program might be viewed as a failure, which would force the remedial reading instructor to resume their regular classroom duties despite the pressing need for special educators. But a much more severe possibility is that school administrators would drop the notion of a remedial reading program because of a negative experience. This tragic outcome can be avoided with careful planning in advance. Because she will typically be expected to do so, the special educator should be ready to create her own lesson plans. Since there are many potential causes of reading impairment, proper diagnosis is required. It is necessary to provide time for scheduling and resting. If necessary, the school's special services, such as those provided by the nurse, speech therapist, and psychologist, should be consulted. A handicapped person's numerous requirements necessitate a deviation from the typical educational routine. This study focused on the effectiveness of Remedial Reading program to struggling readers of grade three learners in Camarin D. Elementary School during the school year 2021-2022. The study employed quantitative type of research. Grade three teachers were selected using Simple Random Sampling technique based on the result of fishbowl method. For the research instrument, the researchers use survey questionnaire in gathering information. It involves the use of statistical methods such as frequency, percentage, weighted mean, and ranking. After thorough analysis of the data, The researchers found the effectiveness of the Remedial Reading program in terms of recognition of letters with average weighted mean of 4.23 is interpreted as “very effective”; in terms of phonics with average weighted mean of 4.23 is interpreted as “very effective”; in terms of C-V-C pattern with an average weighted mean of 4.70 is interpreted as “extremely effective”; in terms of vocabulary with an average weighted mean of 4.19 is interpreted as “very effective”; and in terms of writing with an average weighted mean of 4.24 is interpreted as “very effective”. The challenges encountered of the grade three teachers in terms of learners focus with the average weighted mean of 3.83 is interpreted as “very effective”; in terms of parent’s support with an average weighted mean of 3.6 is interpreted as “very effective”; in terms of instructional materials with an average mean of 4.24 is interpreted as “very effective”; in terms of class schedule with an average weighted mean of 3.85 which is interpreted as “very effective”; and in terms of teachers competency with an average weighted mean of 4.3 is interpreted as “very effective”. The study revealed that the effective teaching strategy in Remedial Reading program for grade three struggling readers is by utilizing C-V-C (consonant-vowel-consonant) pattern. Thus, the study recommended the use of C-V-C pattern as a strategy in teaching the students to read for their continuous improvement. In addition, the most challenging encountered in Remedial Reading program is the teacher’s competency in teaching the grade three struggling readers.