The Effectiveness of Remediation Program in

developing Literacy skills among Non- readers of “GEANHS”

Researchers
Leader: Edgardo Manguin III
Guiller Montefolka
Princess Mae Capila
Desiree Joy Oboy
Jane Austin Caunca
Aries Alora
Mark Llever
Richard Arceño
Elyssa Bautista

JUNE, 2023
OBJECTIVES

Determine if remedial reading is effective for non-reading students of General Emilio Aguinaldo

National High School and observe for any improvement in their reading and literary skills. The

long-term advantages could include improved reading skills and increased brain connections.

Increasing Communication Skills: Students with speech difficulties may find it challenging to

communicate in the classroom. Developmental issues with speech are typically resolved with

remedial reading instruction.

Under the same circumstance, if there isn’t any improvement in their reading/literary skills, then

we should start questioning what to do to improve or see if it’s still beneficial for the school to

have said remediation program.

In addition to observing the non-reading students if they improved in their studies or academics

by comparing their academic performance from the start of the school year up to now, and to see

if the advisers can provide further insight into the student’s academic performance.

INTRODUCTION

Providing remedial reading programs is imperative to improve both reading and fluency and

reading comprehension, particularly in elementary school because fluency and comprehension

are particularly important at this stage of development and early intervention to impact the

progression of reading difficulties.

The goal of Remedial Reading is to dramatically reduce the number of students who have

extreme difficulty learning to read and write. Remedial Reading is a highly effective short-term
intervention for tutoring struggling readers in an individualized and small group setting.

Activities or programs aimed at helping students with learning difficulties or supporting students

that may need to develop better learning skills as well as master content.

In addition, based on the researcher’s observation, poor reading performances of Filipino pupils

were the effect of the following reasons and situations: family backgrounds and lifestyles. Some

pupils’ family members particularly their parents lack the skill in reading. This means that they

cannot guide their children in reading at home because they themselves cannot read; Parents are

busy with their daily work that they cannot follow up with their children at home, they even fail

to check their children’s daily performance and achievement in school. Pupils from big families

are perceived to be on the high-risk level in experiencing difficulty in reading. Their economic

status deprived them of going to school regularly for reasons like helping their parents earn a

living, taking care of their younger siblings, having to work for extra income, and others; and

learners commit absences which are a big factor that could affect their reading performances.

The above-cited situations which highlight the concern regarding reading are also experienced by

the school administrator, teachers, and pupils of Lomboy Elementary School. Based on the

results of a reading assessment in English conducted last June 2016 through the use of PHIL-IRI,

in Grade 6, there are 9 non-readers out of 29 pupils currently enrolled, in Grade 5, there are 6

non-readers out of 32 pupils, and in Grade 4, there are 6 non-readers out of 28 pupils. For the

school year 2016-2017, there are 21 non-readers out of 90 pupils of Lomboy Elementary School.

This is one of the reasons why the researcher decided to conduct action research to provide a

possible solution to the problem cited.

(Toemelden, 2019) states that the 21 from grades 4, 5, and 6 non-reading students of Lomboy

Elementary School that after 55 hours of collective remedial reading, the students have greatly
improved their reading, fluency, and comprehension. Goes to show that careful guidance goes a

long way to teach a kid how to read, the purpose of this research study is to see any development

for non-readers to have literacy skills reading comprehension, reading fluency, etc. This is

essential for them to have on academic and professional situations from reading a textbook

reading a document to even just write are very important skills to have.

 Do the advisers of the non-reading students observe any improvement from them?

 Is it beneficial for non-reading students to attend remedial classes?

 Does the non-reading students actually improve academically wise like reporting and

quizzes/tests?

RELATED LITERATURE

According to (Therrien ,2004) One out of five students have difficulties in reading or unable to

read altogether in addition, it’s also important to note is that to provide evidence for the

efficiency of these programs. Because it is very uncommon for school counselors to be asked to

assist with administrative duties, rather than provide counseling programs to provide student

success in the long run.

(Torrevillas, 2008), claimed that the English Proficiency of Filipinos deteriorates because of the

following reasons the English proficiency of the educators, not the language teachers but also

other Teachers that have different subjects because of the limited number of teachers In some

schools, those who are teaching the subject are not an English major or they lack the necessary

Training to develop the said competency, and the aggravating situation regarding the abolition of

English as a medium of instruction, with the implementation of K to 12 Basic Education where

semester.

Due to the massive problem of non-readers in high schools all across the country (Albano, 2019)

that due to its laughable pretense that there are no students who cannot read, the Department of

Education (DepEd) has never admitted to e teach these students in any way, so that’s why some

schools just implement the remediation program for their non-readers. The policy states that

ThinkTank Philippine Institute for Development Studies entitled “Pressures on public school

teachers and implications on quality” issued on February 2019 recommends that to put a stop to

sending non-readers to high school. Bicol Mail News Report that “DepED Bicol launches 5Bs to

improve reading proficiency” in which DepEd Regional Director Gilbert Sadsad admitted that

approximately 76,000 students ranging to grade 1 to senior high are struggling or unable to read.

Literature has shown that remedial reading is an evidenced-based strategy designed to increase

language skills and build general knowledge setting a foundation for basic life skills. Hausheer,

Hansen, and Daumae evaluated the effectiveness of a remedial reading program in improving

reading fluency and comprehension for Elementary School Students. (Hausheer, Hansen,

Daumae, 2011)

Reading remains to be a problem (Acita, Egteb, Cabus, 2022) now, especially when there is still

a pandemic, it’s hard for a student to learn and read because there is no guidance from a teacher

to teach them, the impact of the pandemic to a teacher and especially to students who have

difficulties to read and write, but not all students can’t read, some can read but cannot

comprehend, others can read but cannot observe proper information.

Today’s society like assuming duties and responsibilities in a day-to-day activity. Also, reading

develops Critical thinking as it allows the learner to imagine, infer, predict, conclude, and draw

judgments among other skills. In addition, it allows the learner to discover new things. Through

reading books, and magazines. And online articles, learners will become aware of the latest

innovations and discoveries in various fields (Anonat, 2011).

Evaluation of School Remedial reading program authored by (Doumas, 2005). The study

examined the effectiveness of the reading program for elementary students. Twenty-four students

were selected and they concluded that there are gender differences in the result they conducted.

In addition, they remind everyone that the future success of children lies in their ability to read

fluently, and to understand what they are reading at an early age, they must learn how to read and

understand what they are reading. In conclusion, this program is not just enough they need to

provide the actual effectiveness of this program to see if it really helps the students and school

and to make them continue the program to their school.

According to (Millrood, 2001), the act of reading involves both visual and cognitive processes,

where the written text is interpreted, information is processed, and then compared to personal

experiences. Willis (2009) further suggests that reading is a behavioral outcome resulting from

interactions across various brain structures that form distributed networks. There is substantial

evidence indicating heightened metabolic activity in systems responsible for visual and auditory

responses, emotional processing, long-term memory storage, and the activation of executive

functions. Carter and Nunan (2000) advocate for private reading, emphasizing that it is a

cognitive process wherein the reader attempts to comprehend a message from a spatially distant
writer and provide a response. Regardless of anonymity, the act of reading and responding to a

writer's message remains unobservable.

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