ABSTRACT
This study examined the experiences of teachers in the Literacy Remediation Program, focusing on their instructional practices, challenges, and coping strategies. A qualitative research design was used, and data were collected through interviews with selected teachers and analyzed using thematic analysis. Findings revealed that teachers view literacy remediation as a meaningful experience that enhances both learner outcomes and their professional growth. They emphasized the use of differentiated instruction and contextualized strategies to address learners’ varying needs, which helped improve learners’ reading skills, confidence, and motivation. Teachers encountered challenges such as limited instructional materials, time constraints, low learner motivation, and lack of parental support. To address these challenges, teachers employed coping strategies including collaboration with colleagues, use of localized materials, engagement of parents, and continuous professional development. Literacy remediation programs are effective and their success depends on adequate support, resources, and stakeholder involvement. Strengthening these areas can further improve literacy outcomes among learners.
Keywords: literacy remediation, teacher experiences
INTRODUCTION
Literacy is widely recognized as a fundamental skill that serves as the basis for continuous learning and scholastic achievement. In the Philippine educational context, the Department of Education (DepEd) has continuously emphasized the importance of strengthening reading proficiency among learners, particularly in the early grades. Despite these efforts, national and international assessments have consistently shown that a large number of Filipino students experience difficulties with fundamental literacy skills, including reading comprehension, decoding, and fluency. This challenge has been further intensified by learning disruptions brought about by the COVID-19 pandemic, which significantly affected learners’ reading development.
In response to these concerns, schools have implemented various Literacy Remediation Programs aimed at supporting struggling readers. These programs are designed to provide targeted, systematic, and individualized interventions to help learners improve their reading abilities. Teachers have an essential role in the effective implementation of these programs, as they are directly involved in diagnosing learners’ needs, delivering remediation strategies, and monitoring progress. On the other hand, the effectiveness of literacy remediation largely depends on teachers’ experiences, competencies, and the support systems available to them.
Teachers encounter a range of experiences while implementing literacy remediation programs. These include difficulties like the lack of available teaching resources, diverse learner needs, time constraints, and insufficient training, as well as positive experiences like improved learner engagement and reading outcomes. Comprehending these experiences is vital for identifying gaps and opportunities for improving instructional practices. Moreover, teachers’ insights can provide valuable information on effective strategies, intervention techniques, and classroom management approaches that can enhance literacy instruction.
Furthermore, instructional enhancement is a key component in addressing literacy gaps. By examining teachers’ experiences, educational leaders and policymakers can develop more responsive and evidence-based instructional strategies, professional development programs, and support mechanisms. This aligns with DepEd’s commitment to improving the quality of education through continuous teacher development and curriculum enhancement.
Therefore, this study seeks to investigate teachers’ experiences in implementing literacy remediation programs and use these insights as a basis for instructional enhancement. The findings of this study are expected to contribute to the development of more effective literacy interventions, improve teaching practices, and ultimately enhance learners’ reading proficiency.
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