Effectiveness of Remedial Classes in Enhancing Grade 3 Learners' Reading Performance

Abstract

Many students struggle with reading comprehension, particularly in understanding narrative texts. This study examines the effectiveness of remedial classes in improving the reading performance of Grade 3 pupils. Specifically, it aims to determine whether remedial instruction enhances students' ability to comprehend narrative texts. While previous research highlights the benefits of explicitly teaching reading comprehension strategies, their consistent integration into daily classroom instruction remains uncertain (Pearson & Cervetti, 2017).

This study employed a quasi-experimental design, utilizing Pre-Test and Post-Test reading materials from the Philippine Informal Reading Inventory (Phil-IRI). The pretest and posttest were designed to measure the same reading skills, with a particular focus on comprehension levels. The remedial program followed three phases: (1) Assessment and Planning, (2) Execution/Implementation, and (3) Evaluation. After administering the tests, data were analyzed using appropriate statistical tools.

Findings revealed a significant improvement in the reading comprehension scores of the experimental group, demonstrating the effectiveness of remedial instruction. However, the posttest scores between the experimental and control groups did not show a statistically significant difference. These results suggest that while remedial classes enhance individual student progress, additional factors may influence broader reading outcomes.