Remedial Reading Class For Frustration Readers In Babag 2 Elementary School
Chloe Faith M. Villaceran, Claire C. Abria, Maffy D. Bensi, Engiel Pearl Curay, Evangeline C. Regidor, Katherine R. Sebial
Student Research · 2025
Bachelor of Elementary Education
Struggling readers face challenges in word recognition, fluency, and comprehension, affecting their academic progress. This study aimed to assess the effectiveness of Remedial Reading Classes in improving the reading skills of frustration- level readers at Babag 2 Elementary School. Using a quali-quanti approach, the data collected through interviews, journaling, and observations involves Grade 2 remedial teachers and 26 frustrated readers. Results presented that learners were able to improve word recognition, sentence reading, fluency, and comprehension, although some still required further intervention. Teachers were vital in bringing structured reading sessions, phonics-based lessons, and interactive strategies into the classroom to keep students engaged and supported. However, they also faced everyday struggles; some students were often absent, and many didn't get the support they needed at home. These real-life challenges show how important it is to provide consistent remedial help so no child gets left behind in their journey to becoming confident readers. Enhancing extended intervention sessions while establishing designated reading hubs and integrating tech- based reading strategies are recommended to improve the effectiveness of the remediation program.
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