Enhancing Reading Performance through the Students-Initiative Reading (SIR) Remedial Class Among Junior High School

Abstract

This study examined the effectiveness of the Students-Initiative Reading (SIR) Remedial Class in improving the reading comprehension performance of junior high school learners in Gutalac II District. The study aimed to determine the learners’ initial reading comprehension level, assess the impact of the peer-led intervention, and identify the significant differences between pre-test and post-test scores after participation in the remedial reading program. The study was anchored on Vygotsky’s Sociocultural Theory and the Simple View of Reading, which emphasize social interaction, guided learning, decoding, and linguistic comprehension in literacy development. A quantitative pre-experimental one-group pre-test and post-test research design was employed. The respondents consisted of 170 struggling readers selected through total enumeration and purposive sampling from participating schools. Data were gathered using a standardized multiple-choice reading comprehension assessment adapted from the Philippine Informal Reading Inventory (Phil-IRI). The intervention involved structured peer-assisted reading sessions that included guided reading, vocabulary development, fluency exercises, comprehension checks, and motivational activities. Statistical analysis utilized descriptive statistics, Cohen’s d, and the Wilcoxon Signed-Rank Test to determine the significance and magnitude of the intervention’s effect. Findings revealed that all learners were initially classified at the frustration reading level prior to the intervention. After the implementation of the SIR Remedial Class, learners demonstrated significant improvement in reading comprehension, with a large effect size (d = 1.1178) and a statistically significant difference between pre-test and post-test scores. The results confirmed that peer-assisted and student-led reading interventions effectively improve reading comprehension, particularly in educational settings with limited resources. The study concluded that the SIR Remedial Class is a practical and sustainable literacy intervention that promotes collaboration, student leadership, and improved academic performance. It recommended the continued implementation of peer-assisted reading programs, provision of additional reading resources, teacher training on remedial reading strategies, and further studies involving larger samples and longer intervention periods. The study supports SDG 4 – Quality Education by promoting inclusive and equitable literacy development among struggling learners through structured reading interventions. It also aligns with SDG 17 – Partnerships for the Goals by encouraging collaborative learning and peer mentoring within the school community. The study contributes to educational and community sustainability by strengthening literacy practices, fostering student leadership, and providing sustainable support mechanisms for struggling readers in resource-limited schools.