Author

Rowen T. Bihag
Cebu Technological University-Main Campus
Cebu City, Cebu, Philippines
Email: bihagrowen26@gmail.com

Abstract

This study aimed to determine the effectiveness of teacher-driven remediation techniques in improving the reading performance of struggling learners at Tolotolo Elementary School during the school year 2025–2026. It specifically sought to assess the profile of learners and teachers, the frequency of implementation of teacher-driven remediation techniques, the level of improvement in reading fluency, comprehension, and word recognition, as well as the common difficulties and behavioral changes observed among learners after the intervention. The study employed a mixed-method design using a one-group pretest-posttest experimental approach, with data gathered from teacher-respondents through questionnaires and learners’ performance records based on the Philippine Informal Reading Inventory (Phil-IRI). Findings revealed that teachers frequently implemented guided reading, phonics-based instruction, and technology-assisted reading activities. Although learners remained at the frustration level, posttest results showed noticeable gains in reading fluency, comprehension, and word recognition. Positive behavioral changes such as increased participation, improved attention span, and greater enthusiasm toward reading were also observed. A significant improvement was confirmed through statistical analysis, rejecting the null hypothesis. The study concludes that teacher-driven remediation is an effective strategy for addressing reading difficulties among elementary learners. Based on the results, an Action Plan was developed to institutionalize teacher-driven remediation practices through training, material development, and consistent monitoring to enhance literacy outcomes and ensure sustained reading progress.

Keywords: Administration and supervision, teacher-driven remediation, reading performance, comprehension, Phil-IRI, action plan, Consolacion, Cebu, Philippines

DOI: http://doi.org/10.69651/PIJHSS0501850

Recommended citation:
Bihag, R. T. (2026). Teacher-driven remediation techniques for enhancing reading among elementary struggling readers. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 9590-9600. http://doi.org/10.69651/PIJHSS0501850

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