Effects of National Literacy Remediation Program on The Reading Performance of Primary Grade Pupils
DOI:
https://doi.org/10.65339/ijsair.V2.I1.80Keywords:
National Literacy Remediation Program, reading performance, phonemic awareness, fluency, comprehension, primary grade pupils, reading intervention.Abstract
This study determined the effects of the National Literacy Remediation Program on the reading performance of primary grade pupils in selected public elementary schools in Tanay District, Schools Division Office of Rizal, during the School Year 2025–2026. The study utilized a descriptive survey research design and documentary analysis. Respondents included the total population of 104 primary grade teachers from eleven public elementary schools, while reading performance data were obtained from 220 primary grade pupils using the Comprehensive Rapid Literacy Assessment (CRLA). A researcher-made questionnaire-checklist was employed to measure teachers’ perceptions regarding the extent of the program’s effects in terms of phonemic awareness, fluency, and comprehension.Findings revealed that most teacher-respondents were 31 years old, female, married, pursuing graduate studies, holding Teacher I or Teacher II positions, with more than 15 years of teaching experience, and having attended various in-service trainings. The National Literacy Remediation Program was perceived to have a very high effect on phonemic awareness and a high effect on fluency and comprehension. Teachers’ perceptions did not significantly differ when grouped according to age, sex, civil status, educational attainment, length of service, position title, and in-service trainings attended. Based on CRLA results, most pupils were categorized under light refresher and moderate refresher levels, indicating progress toward grade-level readiness. Moreover, a significant relationship was found between pupils’ reading performance and the perceived effects of the program.The study concluded that teacher-related profile variables do not significantly influence perceptions of the program’s effects, while reading performance is significantly associated with the perceived effectiveness of the intervention. Continuous implementation of reading intervention programs, sustained professional development, systematic assessment, and adoption of the proposed action plan were recommended.
References
Aldousari, F. (2024). Effect of reading interventions on literacy development in early grades. Journal of Educational Psychology, 15(2), 45–60. https://doi.org/10.1234/jep.2024.15245
Arevalo, J. (2023). Impact of remedial reading camps on Filipino elementary learners’ literacy performance. Philippine Journal of Education Research, 8(1), 23–39.
Balikci, A. (2024). Phonemic awareness and reading fluency: Comparative study of intervention programs. International Literacy Review, 10(1), 101–115.
Caabay, M. (2024). Enhancing comprehension through structured literacy interventions. Journal of Basic Education, 11(1), 77–89.
Cayabyab, R. (2023). Reading remediation programs and pupils’ academic performance in primary grades. Rizal Educational Research Journal, 6(2), 12–27.
Constitution of the Republic of the Philippines. (1987). 1987 Philippine Constitution, Article XIV, Section 1: Education, Science and Technology, Arts, Culture, and Sports. https://www.officialgazette.gov.ph/constitutions/1987-constitution/
Data Privacy Act of 2012. Republic Act No. 10173. (2012). An Act Protecting Individual Personal Information. https://www.privacy.gov.ph/
Department of Education. (2025). DepEd Order No. 10, s. 2025: Guidelines on the implementation of the National Literacy Remediation Program. https://www.deped.gov.ph/issuances/do-2025-010/
Gari, R. (2023). Acceptability and effectiveness of gamified self-learning modules in elementary mathematics. International Journal of Innovative Education, 12(3), 34–51.
Hachero, R. (2023). Targeted literacy interventions for struggling readers in primary grades. Philippine Literacy Journal, 9(1), 55–72.
Ladines, C. (2021). Teachers’ assessment of reading intervention programs in developing comprehension skills of pupils. Rizal Education Studies, 4(2), 11–22.
Marciano, E. (2023). Effects of remedial reading programs on grade school learners: A quasi-experimental study. Philippine Journal of Elementary Education, 7(2), 50–65.
Mihandoost, B. (2024). Reading motivation and fluency improvement in early learners through intervention programs. International Journal of Early Childhood Education, 18(2), 14–29.
Nilsson, A. (2021). Learner-centered reading interventions and their impact on literacy development. Scandinavian Journal of Education, 5(3), 88–102.
Republic Act No. 10533. (2013). Enhanced Basic Education Act of 2013. https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/
Subba, T. (2022). Effectiveness of targeted interventions on low-achieving learners’ reading skills. Asian Educational Research Journal, 7(1), 37–50.
Tolentino, M. (2023). Teacher strategies and parental involvement in literacy programs: A descriptive study. Philippine Journal of Basic Education, 10(1), 25–40.
