Abstract
The purpose of the current study is to evaluate the remedial program first implemented in primary schools in the 2018-2019 school year on the basis of teacher opinions. To this end, it is attempted to perform a holistic analysis of the opinions of the class teachers implementing the training program in their classes, its implementation stages, the grade levels covered by the program, the content of the book used in the implementation and its applicability, the place and time of the implementation and to provide some insights for future research. In the current study designed as a qualitative study, the purposive sampling method was used and thus, a total of 8 tenured teachers implementing this program in their classes were selected. A semi-structured interview form was prepared to collect data and the data collected through this semi-structured interview form were analysed by using the descriptive analysis and content analysis techniques. The findings obtained from the analysis of the data revealed that the teachers evaluated the general objectives of RPPS as positive, partially positive and negative. Although they did not receive any in-service training while implementing the program, they did not encounter a general problem, and implemented the program in line with the information given to them. The teachers expressed different opinions about the objectives of the program and generally stated that the program should be started from the second grade onwards. The teachers made different comments on the content of the source book prepared for the program according to different modules and gave positive and negative opinions about its applicability. The teachers arranged the implementation steps according to their own knowledge and experience; they found the school suitable for the place of implementation, but they put forward different opinions about the time of implementation. In addition, the teachers presented various ideas on the basis of their experiences during the implementation. 
 
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Highlights
Remedial programs refer to steps taken with the desire to move forward the education systems at both national and international levels, and not to leave students behind, when it is measured that the curriculum being implemented is not adequate for these students to accomplish the set objectives
It was decided to use the qualitative research method in the current study aiming to reveal the outlines of the process on the basis of class teachers’ experiences regarding REMEDIAL PROGRAM IN PRIMARY SCHOOLS (RPPS) and to understand their way of interpreting their experiences
The current study is grounded on the opinions of the class teachers having been involved in the implementation of RPPS, which was implemented as a pilot for the first time in the 2017 – 2018 school year and was started to be implemented across the whole country in the 2018 - 2019 school year
Summary
Remedial programs refer to steps taken with the desire to move forward the education systems at both national and international levels, and not to leave students behind, when it is measured that the curriculum being implemented is not adequate for these students to accomplish the set objectives. When the studies conducted in this direction are examined, it is understood that various countries try to impart the basic knowledge and skills to their students before leaving school by implementing different programs. In Germany, a reading program designed for students and families was put into practice in 2010, students and parents have been supported from the first years of education onwards both at school and home, and measures have been attempted to be taken for students having literacy problems. States have collaborated with universities in their regions to work for their students who need support in reading, writing and mathematics
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