ABSTRACT
This study explored the experiences of remedial reading teachers in using assessment tools and found that the assessment tools utilized by the remedial reading teachers include Phil-IRI, diagnostic test, Oral reading fluency test, and Dolch basic sight words. It was also found that they experienced the use of helpful and meaningful assessment tools, identification of specific difficulties of learners, creation of rewarding and fulfilling experiences, design of difficult yet challenging tasks, and tracking reading of fluency and comprehension improvements. Remedial reading teachers also faced challenges such as time consuming, lack of resources and support, insufficient materials and budget, diverse learners’ needs, difficulty in measuring progress, lack of training for remedial reading teachers, and additional teachers’ workload. The ways on how remedial reading teachers cope with the challenges included being flexible, being patient, being resourceful, using other materials suited to learners’ needs, collaborating with colleagues, encouraging and guiding learners, managing time carefully, making assessment stress-free, and attending training and LAC sessions.
Keywords: Experiences, Remedial Reading Teachers, Utilization of Assessment Tools, Training Program
INTRODUCTION
Remedial reading plays a vital role in supporting reading skills. Through targeted instruction and intervention, remedial reading programs aim to help struggling readers improve their reading ability, build confidence, and participate more meaningfully in academic tasks (Taboer & Rochyadi, 2024; Cruz & Recillo, 2021).
In the Philippine basic education system, the Philippine Informal Reading Inventory (Phil-IRI) is commonly used as a diagnostic tool to determine the reading level of learners. Results from Phil-IRI assessments often guide schools in identifying struggling readers and planning appropriate remedial reading interventions (Casingal, 2022). While Phil-IRI includes components related to reading performance, in school practice it is primarily used for reading level classification rather than for comprehensive assessment of fluency and comprehension.
Based on classroom and school-level experience, the use of Phil-IRI and similar reading assessment tools presents several practical challenges for remedial reading teachers. The administration of Phil-IRI is highly individualized, requiring one-on-one assessment that is difficult to conduct amid large class sizes and multiple teaching responsibilities. In addition, remedial reading programs often require the completion of numerous assessment forms and monitoring reports, which can limit the time teachers can devote to actual reading instruction. These challenges are further intensified by limited instructional resources, inadequate reading materials, and the shortage of trained remedial reading teachers in many public schools.
When assessment tools are difficult to administer or insufficiently supported by training and resources, their potential to improve reading outcomes is reduced.
Based on these realities, this study determined the experiences and challenges of remedial reading teachers in using assessment tools within the District of Janiuay II. It identified gaps between the intended use of these tools and their actual implementation in school settings. The findings may serve as the basis for a training program designed to enhance teachers’ competence in using reading assessment tools effectively and efficiently.
Understanding these experiences provided essential insights into the realistic implementation of remedial programs. By addressing context-based challenges and strengthening assessment literacy, this study aimed to improve literacy instruction and learning outcomes for struggling readers in Philippine public schools (Harmey, 2020).
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