ABSTRACT
This qualitative research aimed to formulate school-based reading intervention program by exploring the lived experiences of English teachers in addressing the academic and behavioral needs of remedial learners. A researcher-made interview guide was used to the ten (10) English teachers handling remedial learners. Through in-depth interviews and reflective narratives on the experiences of English teachers handling remedial learners, the findings reveal recurring themes such as improved classroom management skills, increased professional growth, developed learners self-confidence and motivation, and enhanced teacher-parent collaboration. On the challenges of English teachers handling remedial learners, the following were revealed: learners’ diverse learning gaps, learners’ poor attention span, learners’ lack of parental support, and learners’ undiagnosed learning disabilities. Regarding how teachers cope with the challenges encountered in handling remedial learners, the analysis revealed the following: use differentiated instruction, use multisensory and interactive teaching method, use of scaffolding technique, and use of home-school communication.
Keywords: Teachers Experiences, Handling Learners, Low Emerging Learners, Reading Intervention Program
INTRODUCTION
The persistent issue of literacy under performance among Filipino learners has long been recognized as one of the most pressing challenges confronting the basic education system. Recent national assessments and school level diagnostic data reveal that many learners continue to struggle with foundational reading and comprehension skills, which significantly affects their overall academic progress. The Department of Education (DepEd) acknowledges this challenge, noting that a considerable number of learners across grade levels perform below minimum proficiency, requiring structured and targeted remedial instruction to meet expected competency standards. This need is further emphasized in programs under the national learning recovery initiatives, which identify struggling readers as priority beneficiaries for intervention.
Siwagan and Ubayubay (2025) found that teachers face significant obstacles such as learners’ unfamiliarity with basic literacy elements, inconsistent attendance, and challenges in establishing classroom rapport—factors that increase the instructional burden placed on remedial teachers. These difficulties require teachers to develop creative, evidence based strategies to support learner improvement.
Research also shows that remedial instruction becomes an avenue for teacher growth and reflection. Gatcho and Bautista (2019) observe that handling remedial learners enhances teachers’ pedagogical skills, assessment literacy, and collaborative practices, as they must constantly adjust methods and coordinate with parents, colleagues, and school administrators. This highlights the multidimensional nature of teachers’ experiences—both challenging and professionally enriching.
Despite these efforts, the absence of a structured and context-specific reading program in schools often leaves teachers with little guidance or resources in handling remedial learners. Their experiences, strategies, and insights are therefore critical in shaping responsive and effective school-based reading intervention program tailored to the actual needs of learners and the capacities of teachers.
As a classroom teacher handling remedial learners, conducting a study on the experiences of teachers in remediation is essential because it provides evidence based insights into the real challenges, effective practices, and support needs involved in addressing literacy gaps. Teachers consistently face issues such as learners’ low foundational skills, difficulty decoding and comprehending texts, and classroom level barriers that require innovative and targeted approaches, while research also shows that remedial teachers undertake multiple roles—diagnosticians, instructional designers, and progress evaluators—which demand specialized skills and continuous improvement. By documenting and analyzing these experiences, the study becomes a critical groundwork for developing a school based reading intervention program that is responsive to actual teacher and learner needs, aligned with assessment driven identification of struggling readers as mandated in DepEd’s literacy and remediation policies, and capable of creating sustainable and context appropriate solutions for improving reading outcomes.
This study sought to explore the experiences of English teachers in handling remedial learners in reading, identifying the common challenges they face, the strategies they employ, and the support systems they find effective or lacking. The findings may serve as the groundwork for the development of a school-based reading program aimed at improving reading proficiency among struggling learners. In doing so, the study aimed to contribute to the broader goal of promoting literacy, enhancing academic performance, and fostering a culture of reading within a school community.
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