CHAPTER 1

THE PROBLEM

Background of the Study

Reading is a vital talent to cultivate since it is required for a person to operate in society.

In today’s culture, people like taking obligations and responsibilities in their daily lives. Reading

also promotes development, critical thinking helps students to envision, deduce, anticipate,

conclude and make decisions and additional skills. Furthermore, it enables the learner to explore

new things. Reading books and magazines with articles from the internet, students will become

informed about the most recent discoveries in a variety of domains.

According to the researcher's observations, the Filipino students' weak reading abilities

were a result of the following factors and circumstances: familial backgrounds and lifestyles. The

family members of some students, notably their parents, are not proficient readers. This implies

that they are unable to help their children learn to read at home since they are illiterate

themselves.

Additionally, due of their busy schedules, parents are unable to monitor their kids' progress at

home or at school. It is thought that students from large households are more likely to struggle

with reading. Due to factors including helping their parents make ends meet, caring for their

younger siblings, having to work additional hours, and other factors, students from lower

socioeconomic backgrounds are unable to attend school consistently. As a result, they frequently
miss class, which has a negative impact on their education aspect that can have an impact on

their reading abilities.

Due to the problem of reading, educators let the students take remedial classes to make up

for the previous discussion and activity. Remedial teaching is the use of activities, approaches,

and practices to address weaknesses or shortcomings that the slow learner is recognized to have.

It is an alternative method for the usual classroom instructor to train the slow learner. For

instance, by re-teaching the material that was not previously taught, weaknesses in basic math

abilities are decreased or removed. Remedial education's fundamental tenet is to assist kids in

'catch-up' with their colleagues in order to avoid recurring academic problems. A gulf forms

between a student's talents and those of their peers when they lag behind. This gap continues to

grow over time and becomes so large that it interferes with other subjects' learning. Core skill

gaps have an impact on a student's education in general as well as their motivation, curiosity, and

self-confidence. The goal of remedial teaching is to stop this cycle through specialized teachers'

delivery of focused, small-group or individual sessions. A typical remedial program is the

student attending daily sessions with the specialist teacher for 30 to 40 minutes. Since these

sessions take place in the classroom, there is no sense of punishment.

Remedial instruction is available to students who have momentarily fallen behind in their

studies or who otherwise require short-term learning help. When learning or attendance issues

are discovered, remedial instruction should be initiated right once to prevent pupils from falling

chronically behind in their academics. Prior challenges can be overcome with remedial

instruction. Remedial instruction should be scheduled according to a schedule and as often as

required. Taking the initiative to provide remedial instruction is largely the teacher's
responsibility. Additionally, the student or parent may carry it out. Each teacher's responsibility

is to keep an eye on their students' learning and development as well as any potential assistance

requirements. With the

student's guardian and in mutual understanding, remedial instruction is planned. They will get

information on the many types of remedial help and how crucial it is to learning and attendance

at school. The remedial instruction that has been planned for the students must be attended by

them.

Each student differs from the others in terms of learning styles, academic expectations,

in-class learning, and academic success. The purpose of IRTP is to offer learning help to students

who do significantly worse in school than their peers. Teachers can give learning activities and

practical experiences to pupils in accordance with their skills and requirements by modifying

school curriculum and teaching methodologies. Additionally, they may create personalized

educational plans with strong remedial assistance to aid students in consolidating their

foundational knowledge in a variety of areas, mastering the teaching techniques, boosting their

confidence, and improving the efficiency of learning.

The development of students' general abilities, such as those related to interpersonal

relationships, communication, problem-solving, self-management, self-learning, independent

thinking, creativity, and the use of technology, should take place throughout the educational

process. Such instruction may create the groundwork for students' lifelong learning, aid in the

development of healthy attitudes and values, and get them ready for next coursework and

careers.

Statement of the Problem

 This study determined the issues of the teachers in conducting remedial classes to non-

readers in the Basic Education Department at St. Louise de Marillac College of Sorsogon.

Specifically, it is responded to the following questions:

1. What are the different factors that teachers use in putting a non-reader student in

remediationprogram?

2. What are the difficulties encountered by the teachers in terms of the following:

a. Reading Materials

b. Motivation of Students

c. Teaching Learning Process

3. What are the solutions offered to improve the remediation process of the students?

Significance of the Study

This study is noteworthy because it may serve as a foundation for remediation of non-

readers. The following parties may benefit from the outcome:

Teachers: The result will help to know the factors encountered and strategies to use when

conducting remedial classes.

Student: The finding will help students who undergo remediation to do their best and be

motivated to learn.
Parents: The result will give information to the parents of the students on how they could assist

and help their children undergoing remedial classes.

Future Researchers: The result of this study will serve as reference and guide for future

researchers who will conduct the same study.

Scope and Delimitation

The general intent of this study is to know the effectiveness of remedial classes to non-

readers in the elementary level.

The study is delimited only to the teachers of St. Louise de Marillac College of Sorsogon.

The main purpose of our study is to identify the efficacy of remedial classes to students who are

non-readers and assess different factors that the teachers encountered during these remedial

classes, including the difficulties of the students in reading.

Definition of Terms

The following concepts are conceptually, theoretically, and operationally defined for

clarity and comprehension.

Remedial – provide or intended for elementary school students who have not achieved the level

of attainment necessary for them to be able to study with their contemporaries.

Non-Reader – one who does not or cannot read. A child who is slow in learning to read.

Instructional Materials – instructional materials are the tools used in educational lessons, which

includes active learning and assessment.

Academic Performance – academic performance is the measurement of student achievement

across various academic subjects.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Foreign Literature

English has been one language subject which all students are required to take in the

elementary education curriculum After implementing English teaching in elementary school, the

overall results of several studies of English learning outcomes have been reported to show a bi-

modal distribution. Therefore, it has been noticed that not every young English learner is able to

study or learn English well as had been expected. Remedial English teaching has also been

offered in many elementary schools. However, how can remedial instruction work better for

those young learners who have fallen behind? The purpose of the present study is to develop

remedial instruction with an aim to integrate English teaching with the arts for young English

learners, and, thus, to explore the impact and value of such integrated remedial instruction
 Remedial reading teachers are forerunners in elevating the reading achievement of

students in schools. In the Philippines, there has been a continual enrichment of the reading skills

of struggling readers through the initiatives of remedial reading teachers. However, the country

does not have clear policies on the identities, roles, challenges, and needs of such teachers. This

paper presents a review of the literature on remedial reading teachers. The results revealed that

remedial reading teachers performed various roles in schools and that the cultivation of the roles

and duties of remedial reading teachers rely so much on different factors, some of which are

knowledge and

the skills that they have, philosophical views in education and the whole school community, the

rapport that remedial reading teachers have with their colleagues, the support of the

administrators to their personal and career developments, and provisions of the local

government. It was also evident in the review that there is a scarcity of literature and studies

regarding remedial reading teachers in the Philippines, thus, suggesting to explore on the what’s

and the how’s of remedial reading teachers in a hope of creating clear policies that will

strengthen their identities and support their professional developments.

The goal of remedial reading is to dramatically reduce the number of students who have

extreme difficulty learning to read and write. Remedial reading is a highly effective short-term

intervention of tutoring struggling readers in both an individualized and small group setting.

Remedial reading teachers are highly trained professionals who work closely with students and

design prescriptive and strategic instruction to address individual student needs. Once students

can meet grade-level expectations and demonstrate that they can continue to work independently
in the classroom, they are released from remedial reading but are still monitored closely to

ensure academic success.

Local Literature

Remedial reading instructors are forerunners in raising students' reading achievement in

schools. Through the activities of remedial reading teachers, there has been a continuous

improvement of the reading skills of struggling readers in the Philippines. However, the country

lacks clear rules regarding such instructors' identities, duties, problems, and requirements. This

report provides a literature analysis on remedial reading teachers. The findings revealed that

remedial reading teachers performed various roles in schools and that the cultivation of remedial

reading teachers' roles and duties is heavily reliant on various factors, including knowledge and

skills, philosophical views in education and the entire school community, the rapport that

remedial reading teachers have with their colleagues, administrative support for their personal

and career development, and so on.

The review also revealed a scarcity of literature and studies on remedial reading teachers

in the Philippines, implying the need to investigate the what’s and how’s of remedial reading

teachers in the hope of developing clear policies that will strengthen their identities and support

their professional development.

According to Torrevillas, the English proficiency of Filipinos deteriorates due to the

following factors: the English competence of educators, not just language instructors, but also

other teachers who handle diverse disciplines. There are cases where, due to a shortage of

teachers in some schools, those teaching the subject are not English majors or lack the necessary
training to develop the aforementioned competency; and the exacerbated situation regarding the

abolition of English as a medium of instruction, with the implementation of K to 12 Basic

Education where mother-tongue is the primary medium of instruction.

Foreign Studies

Reading is the fundamental subject in elementary school. The ability to read not only

distinguishes the literate from the ignorant; it is also an absolutely required foundation for all

other topics in the curriculum. To be true, in the early grades, a child's weakness in reading may

be

compensated for by precise listening and a solid verbal recall, but there comes a moment when

development in all academic disciplines almost stops unless he can read. It is consequently

critical

that instructors grasp the nature of the reading process in order to provide the best possible

assistance to students in their reading mastery of the most basic educational tool--the capacity to

read.

Secondary school educators recognize that reading inadequacies obstruct students'

achievement in core areas, but they have frequently blamed primary instructors for inadequately

preparing the kids sufficiently for the reading activities necessary at the secondary level.

According to Harris, students require supervision in learning how to adapt their general reading

abilities to the unique needs of these special need’s forms of reading stuff.
 Remedial education, according to Turkey, is a collection of courses organized for schools

by Istanbul, a metropolitan metropolis. Istanbul, one of 41 municipalities in Turkey, is the largest

historic, commercial, and economic metropolitan municipality. Nearly all of them have remedial

programs for pupils who are falling behind in the typical flow of their schools' coursework. The

municipality's goal is to assist students in learning in small-sized courses, consolidating their

knowledge, compensating for what they lack, or better preparing them for the following

academic year. The program also attempts to avoid failures and dropouts as an alternative to

individual coaching.

According to India's 2011 Annual Status of Education Report (ASER), primary school

enrolment is roughly 93%, including both girls and boys in rural regions. Since 2008, the Center

for Social Security Action & Research (CSSAR) has provided remedial programs at municipal

schools in Delhi's low-income neighborhoods. Regular school subjects are taught in those

courses by instructors. The goal is to close gaps and pique the interest of children and their

parents in school. Children gain confidence as they attend those sessions, which minimizes

school dropouts.

Local Studies

Evidence from research shows that reading programs designed in impoverished nations

are beneficial. Most programs, like those in industrialized nations, focus on either increasing

reading frequency, improving reading teaching, or both. For example, Friedlander and

Goldenberg discovered that reading programs that provided both books and good reading

teaching had a favorable influence on Rwandan students' reading proficiency. When Filipino
pupils were provided suitable reading resources together with teaching from well-trained

instructors, Abeberese, Kumler, and Linden found comparable outcomes.

These findings are critical for developing nations since data shows that underprivileged

children are more likely to experience developmental delays as a result of reading difficulties. If

programs could break the vicious cycle created by early reading issues, they may provide a

mechanism for governments to assist future educational development. Poverty, technology, and a

lack of desire and inspiration all impede education in the Philippines, particularly reading

education. Many Filipinos, regardless of socioeconomic class, are unable to study. Some families

cannot afford to take their children to school, and as a result, children grow up unable to read or

write. Some families are lucky enough to be able to send their children to a public school; yet,

their children are learning fundamental reading at a snail's pace due to a lack of teachers and up-

to-date reading materials at this school.

Synthesis of the State-of-the-Art

A majority of remedial reading classes have been discussed thus the approval of the

school system as well as the support of the parents of those who are taking the remedial classes

and the students who have actively participated in the classes. This aims to further develop the

learning ability of the students so they can catch up as well as function properly without any

difficulties regarding reading. Though the idea of conducting remedial classes claims to have

factors contributing to reading failure, it can lead to impoverished exposure to language and

early activities, lack of adequate instruction and/or more biologically basked risk factors.

A strong organizational structure, as well as a necessary curriculum, are essential

components of a successful remedial/developmental education program. Assessment and

diagnostic testing, mandatory orientation, a range of educational modalities, integrated learning

aid, and organized instruction advice and career/education planning, an effective monitoring

system, well-prepared faulty, and a successful assessment system.

Gap Bridge by the Study

All forgoing studies in this research talk about one thing and it is remedial classes for

non-readers, the factors and the difficulties encountered by the teachers in terms of instructional

materials, motivation of the students in partaking in the remedial classes, and the teaching and

learning process of the students whilst conducting the remediation.