Effectiveness of Remedial Reading to Struggling Readers of Grade 7 Students

Abstract

This study aimed to determine the effectiveness of Remedial Reading to struggling readers of Grade-7 students at Bolo Norte High School. Specifically, it sought to 1) determine the reading comprehension level of respondents based on the pre and post-test results; 2) evaluate the significant difference between the reading comprehension level based on the pre and post-test results; and 3) design an extension service to support the existing remedial reading program of Bolo Norte High School. This study used descriptive and documentary methods utilizing secondary data: PHILIRI pre-test and post-test results of 120 Grade-7 students at the school who have been identified as struggling readers based on their performance on the standardized reading assessment administered by the school. The result of the level of reading comprehension of the respondents on the pre-test was 6.68, interpreted as “Emerging.” The post-test result after the first five months of implementation was changed to 11.10, interpreted as “Developing.” A paired T-test was conducted to determine the significance of this improvement. The t-value of -9.21 and the associated p-value of 0.000 suggest a significant difference between the pre and post-test scores. This data indicates that remedial reading is effective in improving reading comprehension. However, the post-test score did not achieve the intended outcome. Therefore, the researchers proposed an extension service program to support the existing remedial reading program of Bolo Norte High School called Project CASARO (Creating Alliance in Supporting and Assisting Reading Opportune for BNHS-LN.