ABSTRACT
This study examined Key Stage 1 teachers’ remedial reading strategies, difficulties, and coping mechanism as bases for enhancement program. Findings revealed that teachers commonly implemented systematic phonics and phonemic awareness instruction, repetition and guided oral reading fluency, multi-sensory and interactive approaches, small‑group or one‑on‑one sessions and differentiated instruction, and home–school connection. Despite these effective practices, teachers faced persistent difficulties such as time constraints and irregular attendance, limited home support, learner‑related challenges and lack of support materials. Teachers overcome the difficulties by adaptation of instruction, creation of materials and resources, strengthening of parent involvement, and building of motivation and confidence. Based on the findings, an enhancement program, entitled the Remedial Engagement, Assessment-Driven — Short, Targeted, Engaging Practice (READ‑STEP), was developed to provide a structured, school‑wide framework integrating daily remedial routines for the improvement of remedial learners.
Keywords: Remedial Reading Strategies, Key Stage 1 Learners, Enhancement Program
INTRODUCTION
Reading is a fundamental skill that supports both academic achievement and personal development. It extends beyond the basic decoding of words and functions as a gateway to comprehension, critical thinking, and effective communication. The 3R strategy—Reflect, Re-write, and Recite—emphasizes the role of reading in enhancing cognitive processes, enabling learners to understand, express, and apply knowledge across subject areas. As such, reading is considered a lifelong skill that empowers individuals in academic, professional, and personal contexts.
Despite its importance, many learners in the early grades continue to struggle with reading proficiency. In one of the schools in the province of Iloilo, Key Stage 1 teachers encounter persistent challenges in helping pupils achieve the expected reading levels. Based on data retrieved from the CRLA Coordinators for School Year 2025–2026, 34 out of 65 pupils, or 52.3%, are not yet at the grade-ready reading level in Grades 1, 2, and 3. Furthermore, data from the past two years indicate that this issue remains unresolved, with reading performance showing minimal improvement despite the implementation of various interventions.
Classroom observations show that many learners struggle with decoding, fluency, and comprehension, leading to low confidence and limited participation. Teachers also face constraints such as limited instructional time, varied learner readiness, and insufficient reading materials. Moreover, inadequate reading support at home further widens learning gaps, highlighting the need for effective and context-responsive remedial reading strategies.
To address reading difficulties, teachers use remedial reading strategies—specialized approaches that support struggling readers. These include phonics-based instruction, guided oral reading, vocabulary development, and comprehension activities tailored to learners’ needs. Their effectiveness depends on the teacher’s ability to adapt instruction to diverse learning contexts. In the Philippines, the Department of Education promotes literacy through programs such as Every Child a Reader.
Program (ECARP) and the K to 12 Basic Education Curriculum, both of which emphasize the development of foundational reading skills. Despite these initiatives, many schools, particularly in rural districts like Tubungan, continue to face challenges related to limited resources, large class sizes, and varying levels of teacher preparedness.
The District of Tubungan provides a relevant context for examining these concerns, as it continues to implement literacy programs aligned with national initiatives. Teachers in Grades 1 to 3 play a critical role in establishing foundational literacy; however, there is limited documentation on the specific remedial reading strategies they employ and the extent to which these strategies address the needs of struggling readers. Understanding these practices is essential for improving instructional approaches and strengthening literacy programs within the district.
Given these conditions, this study sought to explore the remedial reading strategies used by Grade 1 to Grade 3 teachers in selected elementary schools in the District of Tubungan. By identifying effective practices, challenges, and gaps, the study aimed to provide evidence-based insights that would serve as the basis for the development of an Enhancement Program. This program is intended to support teachers in improving remedial reading instruction, ultimately leading to better reading outcomes, increased learner confidence, and enhanced teaching effectiveness in foundational literacy.
see PDF attachment for more information