ABSTRACT
This study was conducted to evaluate the effectiveness of the guided oral reading strategy on the reading fluency skills of the Grade 1 pupils. A proposed enhancement plan was formulated based on the results of the study. This study employed a quasi-experimental research design, specifically utilizing a pretest-posttest control group approach, to determine the effectiveness of reading remediation strategies on the literacy skills of Grade 1 pupils. Two groups were involved in the study: an experimental group that received targeted reading remediation interventions and a control group that continued with the standard classroom reading instruction. This design was deemed appropriate because it allowed the researcher to measure the impact of the intervention on learners’ literacy outcomes, even without random assignment, as intact classes were used due to ethical and logistical constraints in educational settings. Test of Difference Between the Pre-Test and Post-Test Scores of Learners, which compares the results of pupils’ reading performance before and after the implementation of the reading remediation program. The data include the mean scores of both assessments, the computed and critical t-values, the decision on the null hypothesis, and the corresponding interpretation. This analysis was conducted to determine whether the reading remediation intervention had a statistically significant effect on the learners’ literacy performance.
As reflected in the table, the pre-test and post-test mean scores indicate a notable improvement in the learners’ reading performance following the intervention. The computed t-value exceeded the critical t-value, which led to the rejection of the null hypothesis. This outcome demonstrates that there was a significant difference between the learners’ pre-test and post-test scores, suggesting that the reading remediation program positively influenced their literacy development. The increase in scores indicates that the learners benefited from the structured and focused reading activities implemented during the intervention period.
The data further reveal that learners’ reading abilities significantly improved after undergoing the remediation sessions. This improvement can be attributed to the systematic use of strategies such as phonics instruction, sight word practice, and comprehension-based exercises that targeted their specific reading weaknesses. The structured intervention enabled learners to strengthen their decoding, fluency, and comprehension skills, which translated into higher post-test performance.
The results imply that the reading remediation program was effective in enhancing the literacy skills of Grade 1 learners. The overall average performance improved considerably, and the significant difference implies that the improvement was not due to chance but to the intervention itself. The result implies that the strategies implemented were instrumental in addressing learners’ reading difficulties and in promoting measurable literacy growth, affirming the value of evidence-based instructional support struggling readers.
Keywords: Effectiveness, Guided Oral Reading Strategy, Reading Fluency Skills, Grade 1 Pupils
INTRODUCTION
Reading is one of the foundational skills essential for academic success and lifelong learning. However, in the early years of education, particularly in Grade 1, many pupils struggle with basic literacy skills due to varying cognitive, social, and linguistic factors. To address this, reading remediation strategies have been increasingly implemented to support struggling readers. These strategies include phonemic awareness activities, guided oral reading, multisensory techniques, and repeated reading exercises, all aimed at improving decoding, fluency, and comprehension. Teachers and reading specialists tailor these interventions to meet the specific needs of learners, ensuring that foundational reading gaps are addressed early before they become long-term challenges. In this context, understanding the effectiveness of reading remediation strategies becomes critical in strengthening the literacy skills of Grade 1 pupils.
According to Rupley, Blair, and Nichols (2009) highlighted the importance of differentiated instruction in reading remediation, stating that a one-size-fits-all approach is ineffective for diverse learners. These findings reinforce the need to assess the implementation and outcomes of remediation strategies at the classroom level, especially in early grades where foundational skills are developed. Given the local context and increasing literacy challenges among young learners, this study aims to examine the effectiveness of reading remediation strategies on the literacy skills of Grade 1 pupils, thereby contributing to more responsive and evidence-based reading instruction practices.
Reading is a foundational academic skill that significantly influences a learner’s ability to succeed across all subject areas. In the early years, particularly in Grade 1, pupils are in a crucial phase of development—transitioning from "learning to read" to "reading to learn." Difficulties during this stage can have lasting effects on a child's academic trajectory, often manifesting in decreased confidence, limited classroom participation, and underperformance in multiple disciplines. Recognizing this, the researcher seeks to investigate and implement effective reading remediation strategies that can support learners who are struggling with foundational literacy skills. This study is grounded in the belief that early intervention plays a pivotal role in ensuring learners meet the literacy expectations necessary for future academic success.
Within the context of evolving curriculum frameworks and the increasing demand for learner-centered and inclusive instruction, educators are expected to implement evidence-based, differentiated strategies to accommodate diverse reading abilities. However, a gap often exists between the availability of intervention programs and their demonstrated effectiveness in real classroom settings. This research seeks to bridge that gap by identifying which reading remediation strategies yield the most significant improvements in literacy outcomes for Grade 1 pupils. The findings aim to provide practical guidance to educators, reading specialists, and school administrators in selecting and applying appropriate interventions that are both research-based and contextually relevant.
This study is also driven by the researcher’s commitment to reflective teaching and continuous professional development. By systematically assessing the efficacy of various remediation practices, the researcher aims to promote data-informed decision-making in addressing literacy challenges. Moreover, the study contributes to the broader educational goal of fostering inclusive and equitable instruction. In many primary classrooms, pupils present with a wide range of reading proficiencies—some enter school with strong literacy backgrounds, while others struggle with basic decoding and comprehension. Effective remediation strategies are necessary not only to close these gaps but to ensure that every child, regardless of starting point, is given a fair opportunity to develop critical reading skills. Thus, the research aligns with the overarching mission of primary education: to lay a strong and equitable foundation for lifelong learning.
As an educator who works closely with young learners, the researcher has consistently observed the challenges that many Grade 1 pupils face in acquiring basic reading skills. These difficulties often lead to frustration, diminished confidence, and early disengagement from learning. The selection of this topic stems from a strong belief in the value of early intervention in literacy instruction. Reading is not only a fundamental academic skill but also a gateway to lifelong learning and academic success. By focusing on the effectiveness of reading remediation strategies, the researcher aims to identify practical and research-based approaches that can significantly impact the reading development of struggling pupils.
Drawing from extensive classroom experience, the researcher has recognized that while numerous reading programs are available, they are not universally effective for all learners. Some pupils require more targeted, individualized instruction to overcome specific literacy challenges and keep pace with their peers. This observation prompted the researcher to explore which remediation strategies are most effective and adaptable to different learning needs and styles. The study is driven by a commitment to creating a more inclusive and supportive learning environment where every child—regardless of their reading ability—has the opportunity to succeed.
Furthermore, the researcher is guided by a strong sense of professional responsibility to ensure that no learner is left behind, particularly in reading. Throughout years of teaching, the researcher has encountered students who, despite showing high potential, struggle to achieve because of limited reading fluency or poor comprehension. This ongoing concern has motivated a search for evidence-based, effective solutions that can unlock learners’ potential and empower them to thrive academically.
In addition to supporting learners, the study also seeks to empower fellow educators. Many teachers face challenges in identifying the most effective reading interventions, especially in large and diverse classrooms. By conducting this research, the goal is to gather and validate strategies that are not only theoretically sound but also practical and sustainable in real-world teaching contexts. Equipping educators with proven tools and approaches will contribute to improving literacy instruction, enhancing learner outcomes, and building a stronger foundation for future learning among Grade 1 pupils.
Given these challenges, this research becomes not only relevant but imperative. Addressing early reading difficulties through effective, classroom-based remediation strategies is essential for closing literacy gaps, especially for pupils who lack adequate support at home. By completing this study, the researcher aims to generate actionable insights that can inform teaching practices, guide school interventions, and ultimately ensure that every Grade 1 learner is equipped with the foundational literacy skills necessary for lifelong academic success.
This study was conducted to evaluate the effectiveness of the guided oral reading strategy on the reading fluency skills of the Grade 1 pupils. A proposed enhancement plan was formulated based on the results of the study.
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