International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

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Effectiveness of School Reading Remediation Program and Performance of Struggling Readers

Author(s) Angie P. Silava
Country Philippines
Abstract This study explored the effectiveness of the school reading remediation program and its impact on the reading performance of struggling learners in the District of San Jose, Antique, during the school year 2024–2025. Using a descriptive-correlational design, data were collected from 108 teachers responsible for struggling readers through a validated, researcher-developed questionnaire assessing program effectiveness—specifically instructional strategies, frequency of implementation, and learner support—and learners’ reading performance, including decoding, fluency, comprehension, and vocabulary. Results indicated that teachers perceived the remediation program as highly effective, with instructional strategies rated highest. Learners’ reading performance was moderately high overall, showing strengths in decoding and fluency while comprehension and vocabulary remained areas for improvement. A significant positive relationship was found between program effectiveness and learners’ reading outcomes, suggesting that well-structured and consistent remediation programs support better reading performance. The study concludes that targeted, systematic, and supportive reading interventions enhance the outcomes of struggling readers. Recommendations include refining instructional strategies, increasing individualized learner support, conducting ongoing program evaluation, and providing teacher professional development to maintain and improve reading performance.
Keywords Reading Remediation, Struggling Readers, Instructional Strategies, Learners’ Performance, Program Effectiveness
Field Sociology > Education
Published In Volume 8, Issue 1, January-February 2026
Published On 2026-01-23
DOI https://doi.org/10.36948/ijfmr.2026.v08i01.67232
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E-ISSN 2582-2160
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