Effects of Literacy Remediation Program on the Reading Comprehension and Fluency of Primary Grade Pupils

Abstract

This study determined the effects of the Literacy Remediation Program on the reading comprehension and fluency of primary grade pupils in public elementary schools in Morong District, Division of Rizal, during School Year 2025–2026. It employed a descriptive survey research design and documentary analysis. The respondents consisted of 116 teachers handling primary grade pupils, representing 100% of the identified teacher population, who were purposively selected. Data were gathered using a researcher-made questionnaire checklist that assessed the perceived effects of the Literacy Remediation Program in terms of critical thinking, vocabulary development, speed reading, and accuracy, as well as the challenges encountered by teachers in program implementation. The findings revealed that the majority of the teacher-respondents were 41–50 years old, predominantly female, and mostly married. Most held Teacher I and Teacher II positions, while many were pursuing a master’s degree. The largest group had 10–14 years of teaching experience, and many had attended in-service training at the national level. The Literacy Remediation Program was perceived to have a high effect on reading comprehension and fluency, particularly in critical thinking, vocabulary development, speed reading, and accuracy. Furthermore, no significant differences were found in the perceived effects of the program when respondents were grouped according to age, sex, civil status, educational attainment, position title, length of service, and in-service training attended. Teachers also reported that they sometimes encountered challenges in implementing the program. The study concluded that the identified teacher-related demographic and professional characteristics did not significantly influence the perceived effects of the Literacy Remediation Program on pupils’ reading comprehension and fluency. It was recommended that school administrators strengthen resources, digital materials, and technology-based reading tools; provide structured schedules for remediation sessions; conduct capacity-building activities; and provide additional manpower support. Teachers were encouraged to sustain program implementation, while parents and pupils were encouraged to support and actively participate in reading activities at home. The proposed action plan and parallel studies using other variables were likewise recommended.