Araceli E. Vicera (Author)

Abstract

This action research aimed to improve the reading comprehension of selected Grade 6 pupils through a targeted reading remediation program. The study was conducted with learners who showed low performance in the Philippine Informal Reading Inventory (PHIL-IRI). The intervention consisted of guided reading sessions, vocabulary development activities, and comprehension exercises conducted three times a week for six weeks. Pre-test and post-test results were compared to determine progress. Findings showed that the majority of participants improved their reading level and comprehension skills. The research concludes that focused reading remediation can help struggling readers catch up and prepare for higher-level learning.

Keywords: reading comprehension, reading remediation, PHIL-IRI

DOI: http://doi.org/10.69651/PIJHSS0403363

Recommended citation:

Vicera, A. E. (2025). Improving reading comprehension skills of grade 6 learnersthrough targeted reading remediation. Pantao (The International Journal of the Humanities and Social Sciences) 4 (3), 3930-3932. http://doi.org/10.69651/PIJHSS0403363

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References

Department of Education. (2018). Philippine informal reading inventory manual. Department of Education.

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development. https://www.nichd.nih.gov/publications/pubs/nrp/smallbook

Tompkins, G. E. (2014). Literacy for the 21st century: A balanced approach (6th ed.). Pearson.