ABSTRACT
This study aimed to explore the experiences of internal stakeholders in the implementation of the remedial reading program as a basis for school-community collaboration in selected elementary schools in the Schools District of Santa Barbara during the School Year 2025–2026. Using a qualitative phenomenological approach, data were gathered through in-depth interviews with five (5) teachers, five (5) parents, and five (5) learners. The findings revealed that teachers supported non-readers, parents helped build learners’ confidence, and learners actively participated in remedial reading activities. Challenges such as limited time, lack of reading facilities, uncooperative parents, and learners’ difficulties in comprehension were also identified. The study emphasized the importance of collaboration among teachers, parents, and learners in improving the implementation of the remedial reading program.
Keywords: Internal Stakeholders, Remedial Reading Program, School-Community Collaboration
INTRODUCTION
Internal stakeholders play an important role in the implementation of school programs, projects, and activities. They are the partners of the school in making it conducive to teaching and learning.
School’s literacy program is designed primarily to help learners who are struggling in a subject or academic area. This is a program that help the learners close learning gaps and improve their performance (Rawe, 2024).
Support from stakeholders in a school’s remediation program helps learners develop essential academic skills. Schools also serve as platforms where parents, teachers, students, and other stakeholders can actively participate in teaching-learning activities and other educational reforms promoted by the Department of Education (Ciocon, 2021).
In the Philippines, a remedial reading teacher is an educator trained and skilled in enhancing students’ reading and numeracy abilities, particularly assisting learners who struggle to improve their skills (Indeed Editorial Team, 2024).
Reading is often described as essential to life. Since approximately 80% of human activity involves reading, students should be guided on how to select appropriate reading materials for both personal and academic purposes, as reading serves as a foundational tool for learning across disciplines (Villamin, 2020).
Flavel (2021) explained that stakeholders help guide readers in monitoring their comprehension by selecting strategies to enhance reading performance. Different types of information require distinct processing approaches, placing varying demands on learners. Farell (2021) emphasized that literacy programs, both inside and outside the classroom, are more effective with stakeholder support, helping learners improve their reading skills. When planning lessons, teachers must consider that learners require different skills at various ages and competency levels, and incorporating learner-relevant contexts can motivate them to read.
Similarly, stakeholder involvement in literacy programs contributes to improved reading achievement, with higher performance observed when classrooms are enriched with diverse reading materials such as books from multiple genres and text types, magazines, online resources, reference materials, and real-life documents (Gambrell, 2022).
It is widely believed that collaboration and partnership among internal stakeholders and schools are key factors in the successful implementation of literacy programs. However, current changing circumstances demand greater flexibility and present challenges as learning shifts between home and school environments (Hadfield, 2021).
Teaching reading skills could be easy when taught with nuances strengths and strategies with continuous practice (Gacho, 2020).
Despite these insights, a clear gap remains in the literature regarding how the combined roles of stakeholders contribute to the improvement of learners’ literacy performance in the Schools District of Sta. Barbara. Most existing studies isolate the impact of teachers or parents, but few examine these roles holistically. Thus, this study sought to address this gap by evaluating the integrated roles of internal stakeholders in achieving reading proficiency among the learners.
Hence, the researcher was determined to find out the internal stakeholders’ experiences in the implementation of remedial reading program as basis for school-community collaboration during the School Year 2025-2026.
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