World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue III (March 2026), pp.49-63
Richard A. Banico, LPT
Batuila Integrated School
Abstract
This study examines the influence of remedial reading instruction on Key Stage 3 (KS3) under-achieving learners in Baleno District by taking a look at the teachers’ views. The study looks at what sorts of reading problems children have to help them, such as comprehension, word recognition, decoding and motivation Reports on remedial sessions; how often they occur and how long they last i.e., talk about intervention strategies not a "lesson plan" for each student teachers use when instructing their classes that allows students to appreciate the teacher's help toward literacy success. Results suggest that the reading disabled readers struggled with passage summarization, word decoding, and motivation (all of which are possible remedied by systematic instructional activities). Teachers reported remediation to be consistent and of sufficient length, but low student attendance and high student-teacher ratios prevent all students from attending. Students' confidence, vocabulary improvement and fluency in reading showed positive gains. The study found a statistically significant relationship between remedial reading classes and an improvement in students’ ability to read, suggesting that it’s important to have well-funded programs that continue over time to intervene. The findings indicate an urgency for continuing teacher preparation efforts, targeted change lever strategies to stimulate student involvement, and broad school leadership initiatives that address logistical obstacles affecting quality remediation programs.
Keywords: remedial reading, struggling readers, teacher perspectives, reading difficulties, intervention programs, Baleno District
https://doi.org/10.65494/pinagpalapublishing.166
