Remedial Reading Program Activities of Public Elementary School Teachers in District V, Dagupan City Division

Abstract

Reading difficulties among primary grade learners continue to be a significant challenge in many public elementary schools, affecting comprehension, academic performance, and overall learning development. Implementing remedial reading program activities effectively is essential to support struggling readers and improve literacy outcomes in the early grades.

This study assessed the extent of implementation of Remedial Reading Program Activities in public elementary schools in District V, Dagupan City Division, for the school year 2025–2026. It focused on five key instructional areas: assessment-based instruction, multi-sensory approach, individualized instruction, small group sessions, and repetition and practice. The study also examined whether significant differences existed between the perceptions of teachers and school heads and determined the degree of seriousness of problems encountered in program implementation.

A descriptive-survey research design was employed, with 52 teachers and 3 school heads from three public elementary schools included through total enumeration. Data were collected using a validated structured questionnaire adapted from Marti (2023). Analysis involved the Average Weighted Mean to determine the extent of implementation and seriousness of problems, while an independent samples t-test assessed differences in perceptions at the 0.05 level of significance.

Findings revealed that remedial reading program activities were generally implemented at an “often” level across the five areas, with assessment-based instruction, repetition and practice, and individualized instruction rated highest. There was no significant difference between the perceptions of teachers and school heads. Problems encountered were moderately serious, indicating areas for improvement in support, resources, and professional development. These findings underscore the need for targeted interventions to strengthen remedial reading programs and enhance learners’ reading proficiency.