The Effectiveness of Reading Remediation Strategies in Improving Early Literacy Abilities of Grade 1 Pupils at Mallabo Elementary School

Abstract

This study examines the potential effectiveness of reading remediation strategies in improving the early literacy abilities of Grade 1 learners at Mallabo Elementary School in San Mariano, Isabela, Philippines. Anchored in the Simple View of Reading and Response to Intervention approach, the study adopts a quantitative, pre-experimental one-group pretest–posttest design involving 27 Grade 1 learners selected through total enumeration. The Comprehensive Rapid Literacy Assessment (CRLA) serves as the primary performance-based instrument for evaluating foundational reading competencies and changes in reading proficiency classifications. Using the dataset, the results showed that 20 learners (74.1%) advanced to higher reading classifications following the assumed remediation period, while the proportion classified as Developing, Transitioning, or Reading at Grade Level increased from 29.6% to 70.4%. However, only three learners (11.1%) reached grade-level reading proficiency, indicating the continued need for support in decoding, reading fluency, and comprehension. These modeled findings suggest the potential benefits of systematic phonological awareness activities, explicit phonics instruction, guided reading, and differentiated remediation. The study recommends continuous performance-based assessment, targeted instructional support, and regular monitoring to strengthen foundational literacy development. The research aligns with Sustainable Development Goal 4 (Quality Education) and SDG 10 (Reduced Inequalities) by emphasizing inclusive foundational literacy instruction and equitable learning opportunities. Its potential sustainability impact lies in strengthening evidence-based instructional practices, supporting institutional literacy programs, and promoting long-term educational development through accessible and systematic reading remediation.