Transforming Non-Readers: The Impact of Remedial Reading Instructions On Literacy Development of Learners

This research investigates the transformational effects of remedial reading instructions on the literacy development of non-readers, a data that pose significant challenges within educational systems. Non-readers, often characterized by their inability to decode text or comprehend written material, face substantial barriers to academic success and personal growth. This study explores the efficacy of targeted remedial reading programs designed to enhance reading skills among learners who struggle with literacy.Utilizing a mixed-methods approach, the research encompasses quantitative and qualitative data collected from diverse sample of non-readers across various educational settings. The quantitative component involves the frequency count and average using the 5-Likert scale to measure the effectiveness of different remedial reading instructions by Grade 3 teachers. The qualitative aspect includes the narratives through questionnaire surveys and focus groups with Grade 3 teachers to gain insights into the personal experiences and perceptions surrounding the remedial reading interventions.Preliminary findings indicate that structured remedial reading programs significantly improve literacy outcomes for non-readers. The twelve (12) respondents marked different effective remedial reading instructions that help non-readers become readers. Furthermore, the study highlights the importance of individualized instruction, which caters to the unique needs of each learner, fostering a supportive environment that encourages risk-taking and resilience in the face of challenges.The implications of this research extend beyond academic achievement; they underscore the critical role of literacy in empowering individuals and enhancing their quality of life. By addressing the needs of non-readers through effective remedial strategies, educators can contribute to breaking the cycle of illiteracy and promoting lifelong learning. This study advocates for integrating comprehensive remedial reading programs within educational curricula, emphasizing the necessity of early intervention and sustained support to cultivate a generation of confident, literate individuals. Ultimately, the findings aim to inform policy decisions and instructional practices prioritizing literacy development for all learners, particularly those at risk of falling behind.