Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 44 no. 2 (2025)

Impact of Remedial Reading Programs on Pupils' Reading Proficiency

Jonnette Ann Vargas | Lutchie Ducot

Discipline: Education

 

Abstract:

This study evaluates the impact of remedial reading programs on the reading proficiency of elementary pupils in Valencia District X, Division of Valencia City, for the academic year 2024-2025. The research aimed to identify how factors such as the duration of the program, teaching methods and strategies, teacher qualifications and training, parental involvement, use of technology, curriculum content, and feedback and reinforcement affect students' reading development. The study employed a descriptive correlational research design, utilizing a self-made survey questionnaire to collect data from 100 public elementary school teachers. Statistical treatments, including mean, standard deviation, and Pearson r Product-Moment Correlation, were used to analyze the data. The study found that the duration of remedial reading sessions, along with comprehensive teaching strategies like phonics instruction and differentiated learning approaches, had a very high impact on improving students' reading skills. Teacher qualifications, specifically training in literacy, were identified as key factors influencing the success of the programs. Parental involvement was also highlighted as a significant contributor to reading proficiency, with regular communication and participation in workshops having a positive effect. The use of technology, including educational software and digital reading platforms, was shown to support individualized learning and boost engagement. Overall, the findings demonstrate that well-structured, long-term remedial programs, with active collaboration between teachers, parents, and the community, are essential for enhancing reading skills among struggling students.



References:

  1. Anderson, P., & Black, R. (2020). Collaborative Learning in Remedial Reading Programs: Small-Group Instruction and Peer Interaction. Journal of Literacy Development, 12(2), 134–149.
  2. Aquino, R. L., & Bautista, M. A. (2022). Phonics-based instruction and reading outcomes among Filipino elementary students. Philippine Journal of Educational Research, 8(3), 210-225.
  3. Becker, S., Smith, J., & Lee, K. (2019). Time barriers and their impact on parental involvement in reading: A mixed-methods study. Journal of Family Literacy, 33(2), 128–145.
  4. Bishop, J., Jenkins, S., & Reid, L. (2019). Multisensory Reading Interventions: A Pathway to Literacy for Struggling Readers. Learning Disabilities Quarterly, 43(3), 178–186.
  5. Brown, A. L., & Campione, J. C. (2019). Self-regulation and self-reinforcement in learning to read. Journal of Educational Psychology, 111(4), 527–541.
  6. Brown, A., Taylor, M., & Smith, J. (2019). The effects of adaptive curriculum on reading fluency in elementary students. Journal of Educational Technology, 45(3), 123–140.
  7. Brown, K. (2019). Technology Integration in Remedial Reading: The Role of Teacher Mediation in Digital Literacy Tools. Journal of Technology in Education, 15(1), 45–63.
  8. Cameron, J., & Pierce, W. D. (2017). Reinforcement, reward, and intrinsic motivation: A meta-analysis. Review of Educational Research, 82(3), 611–644.
  9. Carter, S., & Jones, L. (2019). Bridging the gap between remedial reading programs and grade-level curriculum. Journal of Literacy Research, 52(2), 67-89.
  10. Castro, L. G., & Domingo, N. R. (2023). Differentiated instruction in remedial reading: Addressing diverse learning needs. Journal of Philippine Educational Practice, 10(1), 56-71.
  11. Cheung, A., & Slavin, R. E. (2017). The Effectiveness of Educational Technology Applications for Enhancing Reading Achievement in K-12 Classrooms: A Meta-Analysis. Educational Research Review, 25, 14-32.
  12. Cirino, P., (2024). “Student motivation and its impact on long-term remedial reading programs.” Journal of Educational Psychology, 114(3), 497–512.
  13. Clark, P., & Stevenson, R. (2022). Phonics instruction in remedial reading programs: A review. Reading Research Quarterly, 58(1), 34–56.
  14. Connor, C. M., (2021). “Longitudinal impacts of remedial reading programs: A comparison of short-term and long-term outcomes.” Reading Research Quarterly, 56(2), 219–239.
  15. Cooper, M. (2021). Differentiated Instruction in Reading: Meeting the Needs of Struggling Readers. Educational Review Quarterly, 18(4), 89–102.
  16. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
  17. De Guzman, A. B., & Santos, C. D. (2023). Individualized reading interventions: A longitudinal study on proficiency enhancement. Philippine Journal of Educational Psychology, 12(1), 45-62.
  18. De Leon, P. R., & Evangelista, R. S. (2021). Vocabulary development and reading comprehension among Filipino elementary students. Philippine Journal of Literacy Education, 6(3), 220-235.
  19. De Leon, P. R., & Evangelista, R. S. (2021). Vocabulary development and reading comprehension among Filipino elementary students. Philippine Journal of Literacy Education, 6(3), 220-235.
  20. Dearing, E., Kreider, H., Simpkins, S., & Weiss, H. B. (2018). Family involvement in school and low-income children’s literacy performance: Longitudinal findings from kindergarten through fifth grade. Journal of Educational Psychology, 110(5), 753–765.
  21. Denton, C. A., (2022). “Progress monitoring in remedial reading: Key strategies for success.” Reading & Writing Quarterly, 38(4), 325-341.
  22. Ellis, P., & Richardson, T. (2023). Closing the literacy gap: Teacher training in remedial reading programs is important. Education Policy Analysis Archives, 31(3), 58–75.
  23. Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools. Routledge.
  24. Fajardo, L. M., & Gregorio, N. B. (2022). A comprehensive literacy curriculum for remedial reading programs in the Philippines. Journal of Philippine Curriculum Studies, 13(1), 100-115.
  25. Fajardo, L. M., & Gregorio, N. B. (2022). A comprehensive literacy curriculum for remedial reading programs in the Philippines. Journal of Philippine Curriculum Studies, 13(1), 100-115.
  26. Flores, R. A., & Gutierrez, L. M. (2021). Teacher qualifications and literacy outcomes: A study of elementary schools in the Philippines. Philippine Educational Review, 18(4), 320-335.
  27. Fyfe, E. R., & Rittle-Johnson, B. (2016). Feedback specificity matters: The impact of feedback on learning in a computerized environment. Educational Psychology Review, 28(1), 1–24.
  28. Gersten, R., (2018). “Meta-analysis of long-term reading interventions for struggling readers.” Educational Psychology Review, 30(3), 701–724.
  29. Gonzalez, M., Taylor, L., & Johnson, P. (2018). Phonemic awareness in remedial programs: Best practices for struggling readers. Reading Improvement Quarterly, 50(2), 145-162.
  30. Goodall, J. (2021). Technology, parental engagement, and improved literacy outcomes: Exploring the impact of digital tools on home-school communication. International Journal of Education Technology, 46(1), 33–45.
  31. Green, R., Anderson, J., & Lam, W. (2020). Sustained professional development and reading outcomes: A longitudinal study of remedial reading programs. Reading Research Quarterly, 55(1), 76-92.
  32. Hall, J., & Mercer, B. (2021). Barriers to practical teacher training in remedial reading programs. Journal of Educational Policy and Practice, 38(1), 112-128.
  33. Harrison, G., & Greene, D. (2021). From phonics to comprehension: Challenges in remedial reading instruction. Educational Review, 59(4), 201–214.
  34. Hattie, J., & Timperley, H. (2017). The power of feedback. Review of Educational Research, 77(1), 81–112.
  35. Henderson, A., James, L., & Thompson, S. (2020). The Power of Differentiation in Remedial Reading Programs: Addressing Learner Diversity. Literacy Today, 25(1), 23–34.
  36. Hernandez, S. P., & Ignacio, A. C. (2022). The role of ongoing professional development in remedial reading programs. Journal of Philippine Teacher Education, 9(2), 145-160.
  37. Hoover-Dempsey, K. V., Whitaker, M. C., & Ice, C. L. (2016). Parental involvement in children’s reading: A longitudinal perspective. Reading Psychology, 37(4), 537–559.
  38. Hutchison, A., Beschorner, B., & Schmidt-Crawford, D. (2020). Exploring the Use of Mobile Apps for Improving Literacy Skills. Journal of Literacy and Technology, 21(1), 45–61.
  39. Johnson, T., & Perez, M. (2021). Culturally relevant reading materials and their impact on reading engagement in diverse classrooms. Journal of Multicultural Education, 27(1), 35-49.
  40. Jones, A., & Bailey, K. (2018). Teacher preparedness and student success in remedial reading programs. Educational Leadership Quarterly, 35(4), 102–121.
  41. Jones, R. (2018). Phonics Instruction and Beyond: Understanding the Limits of Phonics in Reading Programs. Reading Research Quarterly, 54(2), 210–230.
  42. Kamil, M. L., et al. (2015). “Short-term remedial reading interventions: Effects on fluency and comprehension.” Educational Researcher, 44(5), 305-316.
  43. Kelly, R., & Mason, J. (2020). Hi-Lo reading materials in remedial reading programs: Engaging older struggling readers. Adolescent Literacy Research Journal, 39(3), 89–102.
  44. Kennedy, E., & Mary, D. (2016). Improving literacy outcomes through teacher qualifications: A meta-analysis of intervention programs. Journal of Literacy Research, 48(3), 230–254.
  45. Kim, J. S., & Gonzalez, V. (2017). Parent involvement in literacy development: Exploring barriers and facilitators across socioeconomic contexts. Educational Research Review, 22, 123-137.
  46. Knight, S., & Wiseman, P. (2019). Professional development for reading intervention teachers: The importance of sustained training. Journal of Reading Education, 34(2), 45–60.
  47. Kulik, J. A., & Fletcher, J. D. (2016). Effectiveness of Adaptive Learning Technologies in Educational Settings: A Meta-Analysis. Review of Educational Research, 86(4), 1477-1516.
  48. Kuo, M. J., Chiang, C. H., & May, K. C. (2019). The Effects of Gamified Remedial Reading Programs on Struggling Readers’ Motivation and Engagement. Computers & Education, 141, 103624.
  49. Lacson, M. R., & Mercado, J. P. (2023). Parental involvement and literacy outcomes: Evidence from Philippine elementary schools. Philippine Journal of Educational Leadership, 11(3), 250-265.
  50. Larson, L. C. (2015). E-books and Reading: Examining the Attitudes and Behaviors of Young Readers. The Reading Teacher, 69(2), 169–178.
  51. Lovett, M. W., et al. (2017). “Phonics and comprehension strategies in short-term remedial reading programs.” Journal of Learning Disabilities, 50(2), 165-178.
  52. Martin, D., & James, A. (2019). Tailoring Reading Instruction to Individual Needs: Insights from a Longitudinal Study. Journal of Remedial Education, 11(1), 55–69.
  53. Martinez, S., Perez, L., & Vargas, T. (2017). Family engagement in reading intervention: A meta-analysis of home-based literacy practices. Reading Research Quarterly, 52(4), 425-444
  54. McMaster, K. L., (2023). “Differentiated instruction in long-term reading interventions.” Learning Disabilities Research & Practice, 38(1), 45–60.
  55. Mitchell, E. (2020). Phonics and Reading Proficiency: Evaluating the Effectiveness of Phonics-Based Interventions. Educational Psychology Review, 32(3), 165–182.
  56. Molnar, M. (2018). Digital Divide and Educational Inequity: Challenges in Implementing Technology-Based Literacy Programs. Education Week, 38(10), 15–18.
  57. Murphy, L., & Lee, S. (2017). Multisensory learning in remedial reading programs: An analysis of outcomes. Special Education Quarterly, 42(2), 214–230.
  58. Navarro, G. S., & Ocampo, E. D. (2024). Building school-family partnerships through effective communication in remedial reading programs. Journal of Philippine Educational Collaboration, 16(1), 80-95.
  59. O’Connor, R. E., & Bell, K. M. (2020). “Short-term versus long-term remedial reading interventions: A comparative study.” Journal of Educational Research, 113(6), 389–400.
  60. Parker, N., & Wright, H. (2020). Integrating content-area knowledge in remedial reading curricula: A key to improving comprehension. Journal of Reading Research, 54(2), 78–91.
  61. Parker, S., Stewart, H., & Collins, N. (2018). Small-Group Instruction: Key to Success in Remedial Reading Programs. Reading Horizons, 58(3), 156–171.
  62. Pascual, A. R., & Quirino, E. M. (2022). Technology integration and literacy skills: A study of elementary students in the Philippines. Philippine Journal of Educational Technology, 7(4), 300-315.
  63. Ramos, J. L., & San Jose, M. G. (2023). Teacher training and effective technology integration in remedial reading programs. Journal of Philippine Educational Innovation, 14(2), 175-190.
  64. Reid, J., Thompson, E., & Banks, M. (2019). Rural-urban disparities in teacher training for literacy intervention. American Journal of Education, 125(2), 245–260.
  65. Reid, L., & Harris, P. (2018). The efficacy of multisensory instruction in reading remediation: A focus on the Orton-Gillingham approach. Learning Disabilities Journal, 32(3), 201–213.
  66. Reyes, E. F., & Cruz, G. H. (2024). Sustained remedial reading programs and long-term literacy outcomes in elementary pupils. Journal of Philippine Education, 15(2), 112-128.
  67. Smith, A., & Rodgers, K. (2022). Encouraging parental involvement in reading: Strategies for busy families. Education and Urban Society, 54(2), 145–162.
  68. Smith, J., & Hall, R. (2017). Multisensory Instruction in Early Reading: A Study on Improving Reading Outcomes for Struggling Students. Elementary Literacy Journal, 34(2), 91–108.
  69. Smith, L., & Taylor, K. (2016). Personalized instruction in remedial reading: Meeting students’ individual needs. Literacy Today, 40(1), 23–30.
  70. Squires, L., & Farrell, M. (2022). Experienced educators and reading interventions: The impact of teacher experience on student reading proficiency. International Journal of Educational Research, 63, 88–105.
  71. Steenbergen-Hu, S., & Cooper, H. (2018). The effectiveness of technology-assisted instruction in reading: A meta-analysis. Educational
  72. Swanson, H. L. (2016). “Impact of short-term intensive reading interventions on decoding skills.” Journal of Special Education, 50(1), 15–27.
  73. TecGuthrie, J. T., & Klauda, S. L. (2016). Engagement and motivational processes in reading. In S. P. Banerjee & R. Coleman (Eds.), Handbook of Reading Motivation (pp. 199-219). Routledge.hnology Research and Development, 66(2), 277-297.
  74. Thompson, P., Clark, B., & Wright, M. (2022). The Role of Technology in Remedial Reading Programs: Opportunities and Challenges. Journal of Educational Technology, 21(3), 34–50.
  75. Torres, L. A., & Villamor, R. C. (2023). Prevalence of reading difficulties among Filipino elementary students: A national survey. Philippine Journal of Educational Assessment, 14(3), 200-215.
  76. Valdez, M. D., & Yuson, G. R. (2024). Early and intensive literacy interventions: Addressing reading challenges in the Philippines. Journal of Philippine Educational Intervention, 16(2), 120–135.
  77. Van der Kleij, F. M., Feskens, R. C., & Eggen, T. J. (2015). Effects of feedback in a computer-based assessment for learning. Computers & Education, 81, 38-47.
  78. Van Gog, T., Paas, F., & Sweller, J. (2016). Cognitive load theory and the role of feedback in learning. Journal of Educational Psychology, 108(1), 190–196.
  79. Vaughn, S., (2019). “Sustained reading interventions and student outcomes: A year-long study.” Elementary School Journal, 119(4), 649–670.
  80. Wanzek, J., (2020). “Designing effective long-term reading interventions: Lessons learned.” Reading & Writing, 33(7), 1571–1593.
  81. Whittingham, J., Huffman, S., Christensen, R., & McAllister, T. (2017). The Effect of Audiobooks on the Reading Comprehension of High School Students with Learning Disabilities. Journal of Special Education Technology, 32(2), 91–101.
  82. Williams, J., & Turner, G. (2021). Enhancing Engagement in Remedial Reading Programs: The Impact of Multisensory Teaching. Journal of Early Literacy, 29(4), 212–230.
  83. Zhang, Y., & Wildemuth, B. M. (2020). Community-based reading programs: Addressing parental involvement in low-income neighborhoods. Journal of Urban Education, 35(3), 212-229.

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic