Illustrating remedial reading program on the English academic performance of Grade V learners

Abstract

This study determined the effectiveness of the remedial reading program in relation to the English academic performance of Grade V learners at Tejero Elementary School, Cebu City, during the School Year 2025–2026. Specifically, it described the profile of teacher-respondents and learner-respondents, assessed the extent of implementation of the remedial reading program in terms of frequency and duration of sessions, instructional strategies and reading interventions, availability and adequacy of reading materials, learner participation and engagement, and monitoring and assessment practices, and evaluated the level of English academic performance in terms of word recognition, vocabulary development, oral reading fluency, and reading comprehension. A descriptive-correlational research design was employed using a structured questionnaire and learners’ performance data. Findings revealed that the remedial reading program was implemented to a great extent across all indicators, with monitoring and assessment practices obtaining the highest rating. Learners generally performed at very satisfactory and satisfactory levels, with reading comprehension identified as the most challenging area. The test of relationship showed a significant relationship between the extent of implementation of the remedial reading program and learners’ academic performance, indicating that effective implementation contributes to improved reading skills. However, issues such as limited time, inadequate instructional resources, and scheduling conflicts were identified. The study underscores the importance of strengthening remedial reading interventions to enhance learners’ literacy skills and overall academic performance.