Effectiveness of Remedial Reading Support for Struggling Learners in Grade 4

Abstract

This study examined the effectiveness of remedial reading support in improving the reading comprehension, reading fluency, and word recognition of struggling Grade 4 learners in Bauang North District, La Union. Using a quasi-experimental pretest-posttest control group design, 60 struggling readers from two intact classes participated: one group received structured remedial reading support, while the other continued with regular reading instruction. The study assessed reading performance before and after the intervention using a validated reading achievement test and analyzed the data with descriptive statistics, paired-samples t-tests, and an independent-samples t-test, complemented by teacher observations. Despite the growing need for targeted reading intervention, empirical evidence on structured remedial reading support among struggling Grade 4 learners in Philippine public schools remains limited. Although both groups improved, learners in the remedial reading program achieved substantially greater gains, reaching a Proficient level of reading performance (x̄ = 41.25). In contrast, the control group remained at Low Proficient (x̄ = 29.67). The differences were statistically significant, and classroom observations likewise pointed to greater reading confidence, improved word recognition, and sustained engagement among learners who received the intervention. Overall, the findings suggest that systematic, learner-centered remedial reading support more effectively strengthens the reading abilities of struggling Grade 4 learners than regular classroom instruction alone.