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Features of Reading Remediation Activities



Daisy Paje-Lagunilla and Jhonner D. Ricafort, 2024. Features of Reading Remediation Activities. United International Journal for Research & Technology (UIJRT). 5(8), pp149-165.


This study determined the features of reading remediation activities of Grade 6 pupils conducted by English teachers at Pangpang Elementary School for the school year 2022-2023. It used a descriptive qualitative research design within the phenomenological tradition, gathering data from four Grade 6 English teachers through open-ended questionnaires, unstructured interviews, photo documentation, and observations. Thematic analysis of interview transcriptions identified various features such as home and community-based approaches, data-driven interventions, and structured reading programs. These strategies improved reading proficiency, comprehension, vocabulary, engagement, and self-esteem among pupils. However, challenges like diverse pupil needs, limited resources, and assessment difficulties were noted. The study concluded that collaborative, tailored remediation approaches were crucial for enhancing reading skills and suggested the need for a sustainability plan to maintain positive outcomes and address ongoing challenges. Recommendations included continuing effective strategies and implementing a sustainability plan for long-term success.

Keywords: features of reading remediation, pure qualitative methods

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