Chirel V. Jugador and Daylinda J. Tampus, Ph.D. (Authors)

Abstract: This study aimed to evaluate the implementation of existing reading remediation programs in Indigenous Peoples (IP)-intensive schools in the Jabonga District, Agusan del Norte, with a particular focus on the Mamanwa learners. Utilizing an explanatory sequential mixed-methods design, the research combined quantitative data gathered through validated reading assessments and surveys with qualitative insights from interviews with teachers and coordinators. A comprehensive review of national and local reading programs, primarily led by the Department of Education, revealed twelve initiatives, none of which were exclusively designed for IP learners, although many sought to address general literacy challenges among marginalized populations. Findings indicate that the implementation of reading remediation programs in IP-intensive schools is generally inadequate in fully addressing the needs of IP learners. Low reading proficiency among Mamanwa learners—particularly in phonemic awareness, fluency, vocabulary, and comprehension—was consistent with existing national assessment results such as the Phil-IRI and PISA. Challenges in program implementation were categorized into linguistic and pedagogical barriers, cultural and resource mismatches, socioeconomic limitations, weak community engagement, and limited teacher capacity. Nonetheless, promising practices were noted, including the use of Mother Tongue-Based Multilingual Education (MTB-MLE), development of culturally relevant materials, and collaborative community efforts. In response to the absence of an IP-specific reading remediation program, the study proposed the IReAD Program—an inclusive, context-responsive intervention aimed at addressing the unique educational needs of IP learners. The study concludes that while current reading initiatives offer some support to struggling readers, there remains a critical need for culturally and linguistically sensitive programs specifically tailored to Indigenous learners.

Keywords: Reading Remediation, Indigenous Peoples, Mamanwa Learners, IP Education, Literacy Intervention, MTB-MLE, IReAD Program

DOI: https://doi.org/10.69651/pijhss0402206

Recommended citation

Jugador, C. V., & Tampus, D. J. (2025). Reading remediation programs implemented in the Indigenous People Intensive Secondary Schools in Jabonga District, Agusan del Norte. Pantaō International Journal of Humanities and Social Sciences, 4(2), 2218–2228. https://doi.org/10.69651/pijhss0403206

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