ABSTRACT
This study examined the experiences of teachers and learners in the implementation of the remedial reading program,“Handum: Pagbasa Ko, Futuro Mo”, as a basis for program enhancement. Data were gathered through in-depth interviews with twelve (12) purposively selected participants. Findings revealed six themes from the teachers’ experiences: progress among struggling readers, rewarding experiences for reading teachers, strong support from the school head and fellow teachers, learners’ absenteeism and poor study habits, learners’ lack of interest, and inadequate instructional materials. On the other hand, four themes emerged from the learners’ experiences: improved reading fluency and comprehension, gained confidence, enhanced motivation to learn, and experienced difficulties in pronunciation. Based on these findings, the study recommended that “Handum: Pagbasa Ko, Futuro Mo” be continuously monitored and strengthened to further enhance reading literacy and support learners’ overall development.
Keywords: Handum: Pagbasa Ko Futuro Mo, Remedial Reading, Program, Bases, Program Enhancement
INTRODUCTION
Reading is a fundamental skill that supports academic success across all subjects. However, many students struggle with reading proficiency due to learning difficulties, limited exposure to reading materials, and ineffective instructional strategies. To address this, schools have implemented remedial reading programs for students who fall behind in reading skills.
As part of the School Improvement Plan, remedial reading classes have been conducted for several years. It was found that at least 10% of Grade 7 students, or 10 out of 100, had very poor reading skills and were struggling in almost all subject areas. Through these remedial classes, significant improvement was observed. Subject teachers noted that students became more confident and more engaged in class, largely because their improved reading skills helped them meet academic demands.
Building on this success, the “HANDUM: Pagbasa Ko, Futuro Mo” project has been implemented since 2023 to further develop students’ reading skills and help them reach their full potential. This initiative is aligned with the DepEd Central Office’s Brigada Pagbasa Program and the SDO-Iloilo’s Contextualized Bulig Basa Project, both of which aim to strengthen reading culture and provide focused support to learners who need it most.
All Grade 7 students were informed during enrolment to return for the Remedial Reading Diagnostic Test. Oral reading assessments showed that 19 out of 66 students needed remediation. After a second round of oral reading by the remedial reading teacher, 11 students were confirmed to need intervention due to very low reading ability. Their parents were informed through a meeting, where the importance of remedial reading was explained. After receiving positive responses, the remedial class officially started in the first month of the school year. Before implementation, the remedial teacher prepared the class program or schedule, syllabus, class record, attendance sheet, and visual aids.
As one of the teachers in the remedial program, the researcher witnessed firsthand the struggles of learners who read below their expected grade level. Many hesitated to read aloud, lost focus during reading tasks, and became discouraged when faced with texts they could not understand. These difficulties affected not only their performance in English but also their learning in other subjects and their confidence as learners.
This study aimed to better understand the reading needs of the students and to provide targeted interventions that improved their reading fluency, comprehension, and overall literacy. It also sought to empower them by restoring their self-confidence and fostering a positive attitude toward reading. More than simply assessing a program, this research endeavored to give struggling readers an opportunity to succeed and to ensure that no learner was left behind.
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