1

Republic of the Philippines

Commission on Higher Education
CIT COLLEGES OF PANIQUI FOUNDATION, INC.
Paniqui, Tarlac

APPROVAL SHEET

This thesis of REGINE VALDEZ titled “READING REMEDIATON STRATEGIES AND

BEGINNING READING SKILLS OF GRADE 3 IN PANCE ELEMENTARY SCHOOL”
which is prepared and submitted in partial fulfillment of the requirements for the course
Scie 19: Research in Education is hereby accepted.

JONATHAN M. GAMBOA EdD

Adviser/Instructor
Date:

THESIS COMMITTEE

NESTOR B. CASTRO EdD

Chairman
Date: ________________

MARVIN Y. ARCE MED Math NARCISO A. MARTIN, JR. DBA

Member Member
Date: Date:

Accepted and approved in partial fulfillment of the requirement for the course SC
19, RESEARCH IN EDUCATION, Bachelor of Elementary Education-Generalist.

NESTOR B. CASTRO EdD

College Dean
Date:

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READING REMEDIATION STRATEGIES AND BEGINNING READING SKILLS OF GRADE

3 IN PANCE ELEMENTARY SCHOOL

A Thesis Presented
to the Faculty of the
CIT Colleges of Paniqui Foundation, Inc.
Paniqui, Tarlac

In Partial Fulfillment
of the Requirements for the subject
Sc 19: Research in Education

March 2024

Chapter 1

THE PROBLEM AND ITS BACKGROUND

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BACKGROUND OF STUDY

A remedial reading instructor in the Philippines, or a reading expert in the United

States and most European nations, is a skilled educator with specialized training

focused on enhancing students’ reading skills overall, particularly aiding struggling

readers in their improvement efforts (International Reading Association [IRA], 2018).

PISA (2022) The Philippines ranked 77 out of 81 countries globally in the student

assessment conducted by the OECD for 8-year-old learners. In the 2022 moreover,

(PISA) 2018 findings, Filipino fifteen-year-old students scored below the majority of

participating countries and economies in reading. The average reading score for the

Philippines, at 340 points, matched that of the Dominican Republic, with no country

performing worse than these two. In mathematics and science, Filipino students scored

353 and 357 points, respectively, comparable to Panama’s performance.

In EGRA grade 3 learners oral reading fluency in reading comprehension in both

English and Filipino decreased in 2019 compared 2013. The Oral Reading Fluency

(ORF) scores of Nepali students across different grades, as assessed during a 2020

Early Grade Reading Assessment (EGRA). ORF measures the number of words read

correctly in one minute, indicating reading fluency. Analysis reveals that mean ORF

scores increase with each grade for both girls and boys. This suggests an overall

improvement in reading fluency as students advance from Grade 1 to Grade 3.

The GMA Public Affairs documentary "Pag-asa sa Pagbabasa," aired in 2018,

provided a crucial platform for raising awareness about the challenges faced by

elementary and high school students struggling with reading. This documentary, part of

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GMA's "I WITNESS" series, not only highlighted the prevalence of reading difficulties

among students but also delved into the root causes and potential solutions. By featuring

real-life stories and experiences, the documentary served as a poignant reminder of the

importance of literacy and the need for targeted interventions to support students in

overcoming reading challenges and achieving academic success.

In 2019 DepEd implemented the “Hamon Bawat Bata Bumasa “3Bs initiative to

equip learners with reading skills to make them proficient and independent readers in

their grade level. The “Hamon: Bawat Bata Bumabasa (3Bs)” initiative, launched through

DM 173 s. 2019, aims to encourage schools to uphold their dedication to nurturing

capable and adaptable individuals equipped with the essential skills and competencies

needed for continuous learning throughout their lives.

Reading is vital to academic success. Many English is a second language (ESL)

learners struggles in reading from elementary to High school. Reading in English is

clearly a weakness of our learners, and this may also affect the performance of our

learners, as the language of instructions and testing in later grades is English. Reading

remediation and strategies for grade 3 pupils who struggle to decode the letters in text

and turn them into spoken language. This type of struggling reader has a very difficult

time figuring out what many of the words are and has poor phonological (speech-sound)

skills. However, there are also many students who sound like they’re reading beautifully

but have difficulty with understanding vocabulary and figurative language, inferencing,

verbal reasoning, grammatical development, and oral expression.

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Rio (2017) outlined the typical duties of a remedial reading teacher; this role is

not officially recognized as a professional position within Philippine schools. While some

of educators offer aid and support to students struggling with reading, there is currently

no designated allocation for this position.

Reading remediation consisting of practice passages and questions may be

ineffective as it focuses too narrowly on text-based skills. Reading proficiency is

universally recognized as a cornerstone of academic success and lifelong learning. As

children progress through their educational journey, developing strong reading skills

becomes increasingly critical. Grade 3 serves as a pivotal stage in this process,

representing a crucial juncture where students transition from learning to read to reading

to learn.

The challenges faced by Grade 3 students in reading remediation are

multifaceted and complex. Research indicates that factors such as phonemic

instructions, fluency practice, guided reading, read aloud, and sight words recognition.

Phonemic instructions, the ability to recognize and manipulate individual sounds in

spoken language, forms the basis for successful decoding and word recognition.

Difficulties in phonemic awareness can hinder a child’s ability to accurately and fluently

decode text, leading to comprehension difficulties. Fluency, characterized by the ability

to read with speed, accuracy, and prosody, is another critical component of reading

proficiency. Fluent readers are better able to focus on comprehension and meaning-

making, whereas struggling readers may expend excessive cognitive resources on

decoding, impeding their overall comprehension.

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Review of Related Literature and Studies

Reading is a complex skill involving the recognition and comprehension of

strings of words in a fluid manner. This process encompasses word recognition,

comprehension, engagement, and fluency (Shandhu, 2018). In many countries,

including the US, the role of a remedial reading teacher is well-defined and

acknowledged. However, in the Philippines, despite the presence of educators who offer

support to students with reading challenges, there is no official recognition or designated

allocation for such a role (Rio, 2017). This lack of recognition places an additional

burden on educators without proper compensation, further compounded by the

ambiguity surrounding the qualifications for remedial reading teachers.

Research suggests that instruction in sight words can significantly improve

reading fluency, comprehension, confidence, and reduce frustration with reading,

especially for students with specific learning difficulties (Musti-Rao et al., 2015).

Additionally, the acquisition of sight words and high-frequency words is crucial for

enhancing reading skills, as it enables readers to recognize words effortlessly and

improve fluency (Smith, 2020).

As stated by Tindal et al., (2016); Rasinski, (2014) Oral reading fluency is crucial

for comprehension, as it enables readers to read aloud with speed, accuracy, and

prosody. Lack of oral fluency can lead to comprehension issues, emphasizing the

importance of developing fluency skills early in education (DiSalle & Rasinski, 2017).

Various literacy strategies, such as Read-Aloud and Graphic Organizers, have been

employed to improve reading skills among students (Echaure & Torno, 2017).

Additionally, approaches like Marungko and the Care for the Non-Readers Program

have shown promise in addressing reading issues among at-risk readers (Carmela,

2021; Mangilas Adapon, 2020).

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Fluency in reading involves reading accurately, with expression, and at a pace

conducive to understanding (Hollowell, 2019). Proficient readers smoothly read without

frequent pauses, focusing more on understanding content, which leads to better

retention and comprehension.

Instructing struggling readers in cognitive strategies employed by highly effective

readers can enhance their comprehension and retention of content (McEvan, 2019).

These strategies, when directly taught and modeled, help struggling readers construct

knowledge structures in their long-term memory, improving their understanding and

retention of information from text.

In the Philippines, the role of a remedial reading instructor, akin to a reading

specialist in other countries, is essential for enhancing students' reading abilities and

supporting struggling readers (International Reading Association, 2018). Beyond aiding

struggling readers, these educators also mentor other teachers to refine literacy

instruction methods.

The Philippine government prioritizes efforts to improve literacy skills,

recognizing the negative outcomes associated with poor reading abilities, including

academic struggles and behavioral issues (Department of Education of the Philippines &

UNESCO , 2015; Cayubit, 2015). This emphasis on literacy underscores the importance

of initiatives aimed at enhancing and writing abilities in the country (Davis et al.,2016).

Addressing broader factors, such as those related to home life, is essential for

providing comprehensive support to struggling readers. Dolean et al. (2019) shed light

on the significant impact of poverty on reading outcomes, indicating that students from

economically disadvantaged backgrounds often face additional challenges in developing

strong literacy skills. These challenges may stem from various factors associated with

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poverty, including limited access to educational resources, inadequate parental

involvement due to economic stressors, and increased exposure to environmental

stressors that can impede learning. To mitigate the adverse effects of poverty on reading

outcomes, the researcher recommend the implementation of collaborative family-school

education plans.

Similarly, Huang et al. (2020) underscore the importance of intervention support

within the home environment, particularly for students with dyslexia. Students with

dyslexia often require specialized interventions and strategies tailored to their unique

learning needs. However, the effectiveness of these interventions can be significantly

enhanced when complemented by support and reinforcement within the home

environment.

Moreover, Borre et al. (2019) demonstrated the effectiveness of culturally

engaging interventions, such as the Early Author Program, in improving literacy skills

among struggling readers. Culturally engaging interventions recognize and celebrate the

cultural backgrounds and experiences of students, making learning more relevant and

meaningful to their lives.

To address the persistent challenge of achieving grade-level reading proficiency

among students, school administrators and educators are under pressure to implement

evidence-based interventions (U.S. Department of Education, 2020). Despite efforts to

ensure proficiency by the end of third grade, a significant percentage of fourth-grade

students are still reading below grade level (Schugar & Dreher, 2019). This is concerning

because third graders who fail to attain proficiency are at a higher risk of never

graduating high school (Nelson et al., 2019). Thus, further exploration of Response to

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Intervention (RTI) strategies is needed to bridge the gap between educational objectives

and current reading outcomes (U.S. Department of Education, 2020).

Early RTI interventions, particularly in kindergarten, have shown lasting benefits,

though their effectiveness diminishes as children progress in school (Nelson et al.,

2019). In my study, the school district identified struggling readers below grade level as

candidates for small-group interventions guided by RTI models. Utilizing quantitative

methods, I assessed the efficacy of RTI in helping struggling readers reach third-grade

proficiency by comparing their reading progress over an academic year.

Amendum and Liebfreund (2019) stressed the importance of providing

interventions outside the classroom for struggling readers, reporting significant benefits

for struggling readers compared to their grade-level peers in a classroom-based

intervention study. This finding aligns with previous research advocating for the removal

of struggling readers from the general classroom for intervention supporting the efficacy

of RTI in targeted interventions.

Cakiroglu (2019) categorized RTI models into problem-solving, standard

treatment, and mixed models, each with distinct advantages and disadvantages.

Brinchmann, Hjetland, and Lyster (2019) evaluated a problem-solving model intervention

for reading in third and fourth graders, noting significant improvements in reading

comprehension. However, challenges in maintaining intervention fidelity were

acknowledged, highlighting fidelity's importance regardless of the chosen model.

Fuchs and Fuchs (2019) revisited the efficacy of a standard treatment model,

observing poorer outcomes attributed to inadequate fidelity in intervention

implementation. Their findings underscored fidelity's critical role in intervention

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effectiveness. While standardized models can enhance fidelity, participant engagement

and commitment also influence RTI intervention effectiveness.

Research into various reading intervention approaches, including scheduling

parameters, is essential due to intervention complexity and diverse student needs

(Miciak et al., 2019). Significant progress may require long-term engagement and

interventions conducted in various settings with different student populations (Nelson et

al., 2019). Studies employing more intensive interventions may be necessary to identify

effective strategies for challenging cases (Ross & Begeny, 2019).

Tailoring programs to specific populations is crucial for evidence-based

intervention. Several researchers advocate for computer-based interventions within the

RTI model, which have shown improvements in reading and behavioral outcomes and

specific components like fluency and comprehension (Messer & Nash, 2019).

Differentiated instruction (DI) allows educators to tailor interventions based on

student data (Hammerschmidt-Snidarich et al., 2019). While DI is beneficial for students

with severe reading deficiencies, standard protocols may suffice for a broader

population. Reading interventions often begin with standard protocols before progressing

to individualized approaches (Memisevic et al., 2019), though computer-based models

offer potential for widespread individualization (Sutter et al., 2019).

Predictors play a crucial role in identifying students in need of reading

intervention, with literacy components being particularly predictive (Sharp et al., 2019).

While executive functioning showed minimal association with response to intervention

(Miciak et al., 2019), fluency remains a strong predictor of reading comprehension (Catts

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et al., 2019). Combinations of literacy components have also shown promise in

predicting reading disabilities and comprehension (Lonigan et al., 2019)

Synthesis

The foreign and local literature underscores the multifaceted nature of

addressing reading challenges and enhancing literacy skills, particularly in the

Philippine context.

It delves into the landscape of reading instruction, highlighting the imperative of

acknowledging and empowering remedial reading teachers. However, the absence of

formal recognition for these educators in the Philippines poses a formidable barrier to

structured support for students grappling with reading challenges. Strategies such as

sight word instruction, the cultivation of oral reading fluency, and the explicit teaching of

cognitive strategies emerge as pivotal tools in the arsenal for enhancing reading

proficiency. Beyond mere decoding, these methodologies serve to fortify both word

recognition and comprehension while nurturing the confidence and active participation

of struggling readers.

Additionally, foreign literature emphasizes the critical role of fluency in reading

comprehension. Oral reading fluency, characterized by speed, accuracy, and prosody,

is essential for bridging the gap between decoding words and understanding text.

Without fluent reading skills, students may encounter comprehension challenges,

highlighting the importance of early intervention in fluency development.

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On the other hand, insights from local literature shed light on the unique

challenges and initiatives within the Philippine educational landscape. The emphasis on

the role of remedial reading instructors aligns with international practices of supporting

struggling readers through specialized instruction. Moreover, the Philippine

government's recognition of literacy as a priority underscores the commitment to

addressing reading challenges at a systemic level.

However, local literature also highlights the broader societal factors influencing

reading outcomes, such as poverty and cultural relevance. Economic disparities

contribute to unequal access to educational resources and support systems,

exacerbating reading difficulties among disadvantaged students. Culturally engaging

interventions, such as the Early Author Program, offer a promising approach to literacy

instruction by integrating students' cultural backgrounds into the learning process.

Furthermore, the importance of intervention support within the home environment

cannot be overstated, particularly for students with dyslexia and other learning

differences. Collaborative family-school education plans and specialized interventions

tailored to students' unique needs are crucial for maximizing learning outcomes and

fostering academic success.

The synthesis of foreign and local studies illuminates the multifaceted landscape of

reading intervention strategies aimed at addressing the challenge of achieving grade-

level reading proficiency.

Foreign studies underscore the urgency for evidence-based interventions to

support struggling readers, particularly in the critical early years of education. Response

to Intervention (RTI) strategies emerges as a prominent framework, with research

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highlighting its efficacy in targeted interventions outside the general classroom setting.

Variations of RTI models, including problem-solving and standard treatment

approaches, offer insights into their respective advantages and challenges. Fidelity in

intervention implementation emerges as a critical factor influencing effectiveness, with

the need for tailored programs and long-term engagement underscored.

Moreover, predictors of reading intervention effectiveness, such as fluency and

literacy components, play a crucial role in identifying students in need of support.

Computer-based interventions within the RTI model show promise in improving reading

outcomes, particularly for fluency and comprehension.

Remedial reading programs within the Philippine basic education system are

augmented by optimization efforts aimed at assessing students' reading levels and

implementing tailored interventions. Reports on effective reading remediation strategies

for Grade 3 students stress the significance of early identification and targeted

interventions, including phonics instruction, explicit vocabulary teaching, and fluency

practice.

Furthermore, the integration of technology, as demonstrated by Fernandez and Tan

(2021), presents opportunities for personalized learning experiences, particularly for

students with diverse learning needs like dyslexia.

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Conceptual Framework

The conceptual framework for reading remediation and strategies related to

guided reading emphasizes foundation skills, assessment, targeted instruction through

guided reading components, differentiation, explicit teaching, feedback, technology

integration, and collaboration among educators for effective literacy development.

The following paradigm shows the relationship of the variables included in this

study:

Using specific Implication for

reading the Reading
 Test Paper
remediation of the Remediation
 Intervention teachers Guided to the Non-
 Reading Reading Fluency Reader
Score for Reading, Phonics Students.
Non-Reader Instruction and
Students’ Reading Aloud,
 Questionnair Sight words
recognition.

Figure 1. Paradigm of the study

Reading remediation for non-reader students involves implementing targeted

interventions, such as fluency training, phonics instruction, and guided reading activities,

using specific teacher-guided strategies and resources. The process aims to improve

reading comprehension, fluency, and decoding skills among students who struggle with

reading. The implications of such remediation efforts include potentially higher reading

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scores, increased engagement with reading materials, and improved overall literacy

levels for non-reader students.

Statement of the Problem

Despite concerted efforts in education, a significant number of students struggle

with developing proficient reading skills during their early years of schooling. The

problem statement seeks to address the challenge of implementing effective reading

remediation strategies to support students with beginning reading skills.

1. What specific reading remediation strategies are currently being employed in Grade 3

classrooms to enhance beginning reading skills?

1.1. guided reading,

1.2. fluency practice,

1.3. phonics instruction,

1.4. reading aloud and

1.5. sight words recognition?

2. How do the teachers at Pance Elementary School assess the beginning reading skills

of Grade 3 students?

3. Is there a significant relationship between the reading remediation strategies and

beginning reading skills of grade 3?

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4. What are the perceived challenges and barriers faced by educators when

implementing reading remediation strategies for Grade 3 students?

5. What are the action plan can be devised to address the barriers in implementing

reading remediation strategies for Grade 3 students?

HYPOTHESIS

Implementing a structured reading remediation program that integrates phonics

instruction, guided reading sessions, regular reading aloud activities, explicit sight word

recognition practice, and interventions targeting reading fluency will result in significant

improvements in the beginning reading skills of third-grade students compared to

traditional instruction methods.

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Chapter 2

METADOLOGY

This portion of the research presents and discusses the method, respondents,

sampling method, instruments, data collection procedure, and data analysis used and

implemented in the conduct of the study.

Types of Research

This research implemented the descriptive-correlational method. In the opinion

of McCombes (2019) a descriptive study pursues to describe a population, situation or

phenomenon accurately and systematically. It can answer what, where, when and how

questions, but not why questions. This type of research is appropriate as used because

the present study will describe the uses of reading remediation strategies and beginning

reading skills as the primary medium of learning of students.

The present research Is correlational in type, as well, According to Creswell

(2014), correlational research design is useful when a researcher is interested in

investigating the degree of relationship between two or more variables. In this study,

correlational research design was used to determine the extent to which career

aspiration relates to study behaviour and not the extent to which one variable causes

change in another. The present research is also correlational is also correlational since

it established the relationship between the reading remediation strategies and beginning

reading skills of grade 3.

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Respondents

A total of 112 of Grade 3 pupils participated in this study who will answer the

questionnaire to be fielded to them. The pupils are actual enrollees in Pance

Elementary School during the school year 2023-2024. They belong to grade 3.

Sampling method

The primary source of data of this study was taken from the responses of the

Grade 3 Pance Ramos Elementary School pupils are randomly selected. The

researchers used random sampling which was the convenience sampling. Convenience

sampling is the method in which, for convenience sake, the study units that happen to

be available at the time of data collection are selected in the sample.

Instrument

In this study the primary instrument is the reading materials of the fuller

approach which follow sequence of reading activities that are based on the cognitive

ability of the grade 3 pupils. A survey questionnaire with two major parts will serve as

the data gathering instrument in this action research part I will deal about the profile of

the respondent (name, age, gender, address) PART II will deal about the reading

difficulties encountered by the pupils as perceives by the teachers- respondents in

terms of vocabulary phonological and phonemic awareness word decoding and phonics

fluency comprehension thus on a separate sheet of paper grade 3 pupils will undergo

oral reading assessment to measure their reading performance level using Philippine

reading informed reading inventory ( phil-Iri)

Data Gathering Procedure

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Guided by the memorandum of agreement forged between CIT colleges and

DepEd in 2024, a three-year reading remediation program is designed for the six Public

Elementary schools in Pance Elementary School. Pupils are categorized as non-

readers and under frustration level as per the result of the Phil-IRI a total of 356, were

given the pre-test from QRI-5 administered by the third-year students who were given

orientation and training in the conduct of the pre-test assessment tool. All participants of

the program including teachers and heads of the CIT colleges and the participating

Elementary schools and DepEd officials attended the orientation for the stakeholder.

The pretest was conducted in the assigned classroom of the Elementary schools

involved.

After the pretest, 112 pupils were included in the list of the final tutees who were

assessed to be needed if the intervention was remedial and commenced completing 14

sessions. Furthermore, At Pance Elementary School, our Reading Remediation

program for non-readers in elementary grades is designed to provide targeted support

for students struggling with reading skills. Through individualized education plans

(IEPs), we tailor interventions to meet each student's specific needs, focusing on

phonics, sight word recognition, fluency, and comprehension strategies. Regular

progress monitoring and collaboration among teachers, staff, and parents ensure a

coordinated approach to support student success.

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By implementing evidence-based intervention strategies and fostering a

supportive learning environment, we aim to empower non-readers to develop their

reading skills and thrive academically. Meeting with heads of the adopted school and

focusing on the group Discussion initiated by the CCFP were conducted to report the

result, progress and feedback of the implementation of the program at Pance

Elementary School, we understand the importance of data-driven approaches to

support non-readers in their journey to literacy. Our data collection procedures ensure a

systematic and comprehensive approach to identifying, monitoring, and addressing the

needs of students struggling with reading.

Data Analysis

The researcher used a quantitative approach in identifying the best practices

gathered during the FGD (Focus Group Discussion) and means to describe the scores

were from the mean and pre-tests and post-tests to measure improvement. Additionally,

collect data on the types of interventions or remediation strategies employed. We also

regularly analyze the data collected on non-readers to identify trends, areas of

improvement, and areas that may require additional support. This data-driven approach

allows us to make informed decisions and adjustments to our interventions.

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