INTRODUCTION

Reading is essential to a person's life, especially

to a child as this serves a key to wisdom and unlocks

the gateway of imagination, pleasures, and glimpse of

the world (Nedira, 2009). It is the dream of any teacher

that every student will acquire knowledge, skills, and

understanding to combat the challenges of life in order

to meet global demands.

Unfortunately, the high rate of illiteracy among

children continues to have adverse effect in many

nations. Carter (2000) stated that there is increasing

demand from societies that schools meet the obligation

to produce graduates with the required competence in

reading. The impact of globalization, and the

technological advances and social changes being

experienced worldwide, are strengthening the links

between knowledge and development. This global

acceptance of literacy for the development of the

individual in society has created the need to ensure

that teachers are able to support literacy development

in all children (Carter, 2000).

Through the teaching of reading, knowledge in

different areas can be ascertained since reading is the

backbone in learning Mathematics, Science, Social

Studies and other subjects. Following the spiral

curriculum, the level of difficulty in reading is

ascending, hence the challenge among reading teachers.

If the child has poor reading, chances are his or her

performance in any other subjects is poor and eventually

affects learning (Davis et al., 2016).

According to Gove, and Wetterberg (2011), teaching

children to read at a young age is the cornerstone of

improving educational outcomes. Children who do not

learn to read in the early grades struggle to develop

more advanced skills, which are often absorbed through

reading .Unable to understand printed information,

follow written instructions and communicate well in

writing, these children risk falling further and further

behind those who can read effectively in later grades.

Without intervention the literacy gap between good and

poor readers widens. Effective readers absorb increasing

amount of written information, enhancing their

vocabularies and improving their comprehension, while

ineffective readers lose motivation, reading a fraction

of the amount and remaining unable to comprehend more

complex information.

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 Reading skills are acquired in phases and all

learners of alphabet-based languages pass through the

same stages. In the first phase, children build emergent

literacy skills by developing letter-sound knowledge,

word knowledge and simple decoding of letters into

sounds. In the second phase, children encounter written

text and develop a fuller understanding of spelling. In

the third phase learners, progress to fluency and are

able to attribute meaning to written text.

In addition, Cove and Cvelich (2011) stated that

children can, and should, learn to read with

understanding by the end of grade 2, despite differences

in complexity between languages and differences in the

contexts in which children are taught to read.

‘Reading with understanding’ includes both the

ability to decode (translate sound to print) and

understand what is read at the level of words, simple

phrases and sentences. While no two children will

acquire reading skills at exactly the same rate, all are

able to reach this stage in the early grades. Failing to

read with understanding by grade 2 should be considered

a ‘warning light’ for action to be taken to correct this

by grade 3.

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 On the other hand, UNESCO (2010) mentioned that

reading is the foundation of learning. Ensuring that

children can read in early grades will determine their

future educational success. If all students in low

income countries left school with basic reading skills,

171 million people could be lifted out of poverty. This

is equal to a 12% cut in global poverty. The Global

Partnership for Education (2015) revealed that an

estimated 250 million children who attend primary school

in developing countries are struggling to read even

basic words. Over the last two decades, national

education policies and international aid for education

have mainly focused on improving access to primary

school and completion rates. Progress has been steady on

these two indicators, but the focus now has to shift to

ensuring that children who attend school actually learn.

Children who fail to read in the early grades will fall

further behind each school year, when the reading

ability is progressively used as a tool for acquiring

other types of knowledge.

The Professional Developments Service for Teachers

(PDST) reiterated that reading is one strand of

literacy. Valles as cited by Ysatam (2009) also stated

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that literacy plays a primary builder of an intelligent

population. Wolf (2007) rejoins that the basic reading

skills necessary to become ―literate do not develop

naturally; we have to learn to adapt the part of our

brain that recognizes images to be able to recognize

written letters and words. To Cao (2010), results from a

Save the Children study in the Philippines reveal stark

regional differences, with a very small percentage of

children unable to read in Filipino and English (1% and

2%, respectively) in Manila, compared with 24% and 30%

of students in Mindanao.

Fosudo (2010) affirms that the acquisition of

reading skills has a beneficial effect on all school

subjects, including social studies, science,

mathematics, and so on. Poor reading skill can make a

child develop a poor attitude toward school and can

create self-esteem problems later in life. According to

Read on, Get on Campaign, children living in poverty are

less likely to be able to read well at school than their

classmates–and this has the potential to be devastating

for their future lives. Reading failure is a serious

national problem and cannot simply be attributed to

poverty, immigration, or the learning of English as a

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second language by the Strategic Marketing and Research,

Inc (2014).

From Brozo as cited by Conde (2008), the problems

of our schools, the growth of poverty, and the loss of

family values show some association with poor reading.

To Goldenberg (1994), a growing body of evidence

suggests that reading problems are preventable for the

vast majority of students who encounter difficulty in

learning to read, if these students receive extra

support in the form of an early intervention program.

Based on Zunguze (2011), factors such as levels of

education of parents, child entry at school, reading

habit at home, family socio-economic status, preschool

experience, similarity between the language of initial

instruction, and the language spoken at home are

encountered as factors that may contribute to low level

readings. The latter seems a contradiction of Chapman‘s

(2003) statement that, first of all, there is no single

cause of reading problems. The ability that correlates

most highly with literacy achievement is language

development, not phonemic awareness. To Scalon and

Velluntino (1997), what a child knows about written

language, not phonemic awareness, when he or she enters

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school is the best predictor of success in learning to

read.

There are factors that influence acquisitions of

reading ability, according to Alcantara, Villamin, and

Cabanilla (1996)and these majors factors affect reading

performance such as interest, language facility,

auditory discrimination, intelligence, motivation,

visual discrimination, motor ocular, home background

teaching strategies and attitudes (parents, siblings,

teachers, peers).

The readiness of a child to learn how to read is

important. According to Early Reading, no two children

develop their reading skills at exactly the same rate,

readers progress through stages in their reading

development, some simultaneously, which Gove and Cyelich

support (2011) Alcantara, Villamin, and Cabanilla, that

there are various means in detecting a sign of the

child's non readiness such as readiness test, physical

examinations, and observation.

Since there is no best way to teach beginning

reading, professionals who are closest to children must

be the ones to make the decisions about what reading

methods to use and they must have the flexibility to

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modify those methods when they determine that particular

children are not learning. The federal and state

governing bodies, in the US, never prescribes particular

methods, but rather support balanced approaches to

reading instruction at the state level.

To improve reading instruction teachers need to be

better educated in the area of reading. Improvement in

instruction in the form of materials does not replace

teacher knowledge in helping struggling readers become

independent readers (International Reading Association,

1999). Clay (1991) noted that children may develop

phonemic awareness in reading in other learning

activities such as playing with rhyme and exploring

beginning writing. An essential component of recording

one‘s speech in print is to work out what is heard can

be recorded by letters.

Reading Activities

Reading forms the basis for all other areas of

learning, and it is expected that children succeed in

the process. Children are able to apply reading

competencies independently as they try to obtain and

utilize information from a variety of sources (Carter,

2000).

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 According to Temple, and Temple, Wile, and Hunt

(2002), the changing concept of reading as a set of

skills to be learned in a certain order, to an

interactive process involving the reader, the text and

the context, has led to efforts to determine

instructional processes that enable children to foster

literacy growth. The current view of reading, based on

cognitive principles, emphasizes the children as an

active learner, capable of integrating information with

existing knowledge, and capable of engaging in self-

monitoring procedures, thereby making the process child-

centered.

Temple and his group further highlight that the

changing concept of reading, which emphasizes the

interactive model, has encouraged a shift from

traditional approaches in teaching reading to a greater

emphasis on methodologies reflecting cognitive

principles. Research findings (UNESCO, n.d) stress the

importance of language exposure and experience to

children’s growth and cognitive development, helping to

arouse interest in modifying reading experience of young

children, and fostering literacy development across

grades.

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 More recently, Gentry (2000) presents the areas of

emergent literacy (the literacy behaviors and concepts

of young children that precede conventional reading and

writing), and phonemic awareness (the awareness of the

sounds - phonemes that make-up spoken words) that are

being emphasized to encourage and accelerate the

literacy development of young children. The need for

rich language experiences is critical to the cognitive

and language development of young children, and while

this must be encouraged in homes, teachers also need to

continue to provide these experiences for children when

they start their formal education.

Utilizing cognitive aspects of the reading process

include the application of elements that can enable the

reader to achieve the basic function of reading which is

communication, and engaging in effective reading as a

meaning - getting problem - solving process requiring

thinking - and reasoning. These elements include

utilizing appropriate strategies to activate prior

knowledge, knowing and applying appropriate word

identification strategies: a) interpreting graphs and

illustrations, 2) making predictions and reading to

confirm or reject them, 3) monitoring linking

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information to life experience and 4) responding to the

text (Ruddel1 & Ruddell, Rapp, Singer, 1998).

Reading Strategies

Reading scaffolding, as defined by Benjamin (2007),

is a learning support system of some kind that brings

students far enough along that they can complete the

rest of the task themselves. In dealing with nonreaders,

oral strategies are commonly used, provide any essential

information aloud or taped as the learner follows the

print (Martin & Pappas, 2006). To Cabalquinto (n.d),

sounds of letters are taught instead of names of the

letters of the alphabet.

Benjamin (2007) denotes that, scaffolding for

reading instruction is not giving students the answer,

doing the work for them, reading aloud for them, giving

hints or diluting the information and learning it for

them. Kinberg (2006) states that scaffolds provide

students with support in their learning. He also adds

that, these supports are designed to be temporary and

they serve the purpose of assisting the students until

they can complete the task independently. Scaffolds can

take many forms; some of these are hand-outs, wall

charts, graphic organizers, verbal reminders (Kinberg,

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2006). Boom, in Alumbro (1991) cites that good reading

does not happen overnight. It can only result from a

carefully planned program of instruction with evaluation

as its indispensable component.

Reading Remediation

On the one hand, most problems with reading have

nothing to do with intelligence or ability, but rather

incorrect processing. Teachers can help students

understand that difficulties in reading are often caused

by weaknesses in phonologic processing and other

fundamental skills. Many very intelligent people face

difficulty reading. Problems with reading likely occur

because proficient phonologic processors are not being

used. Teachers who work with struggling readers need to

understand that effective remediation directly teaches

and develops essential skills to raise the student to

the proficient level. They need to make sure the student

understands reading remediation is not teaching easy

words and concepts but rather building necessary skills

to help bring the student up to a proficient level

(Gagen, 2007).

Teachers are encouraged to help the student with

learning disabilities and develop a positive attitude

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toward remediation. Before beginning an intensive

reading remediation program, teachers need to help the

student understand the remediation program. To that end,

teachers may explain the effective remediation plan to

the student. Effective remediation instruction improves

reading skills when teachers provide direct instructions

and consider s to remediation. Response to intervention

(RTI) has altered how educators serve students with

reading difficulties. Its impact is most evident at the

primary level, where the focus is on limiting referrals

to special education by preventing reading difficulties

(Legere, & Conca, 2010).

In addition, Bond and Wasson (1994) stressed that

teachers should be able to distinguish the differences

of students. National Educational Psychological Service

(1989) points out that interventions may need to target

particular aspects of reading; one student may need help

with reading comprehension (for example, an inference

training program), while another may need explicit

teaching of particular phonics. Therefore, teachers need

to seek out interventions relevant to their particular

context and students‘individual needs. The teacher must

know the nature of reading growth, the types of reading

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difficulties that might impede growth, and the

characteristics of children that might predispose them

to reading difficulties.

Moreover, children grouped according to reading

ability would not be similar in many other

characteristic (Goldenberg, 1994). Non-readers as

defined by Carmine, Silbert and Kameenui (1997), are

students who are virtually unable to decode, who are

able to identify 50-100 words by sight; however, they

have no generalizable strategy for decoding words.

Martin and Pappas (2006) believe that non-readers

lack the skills of a fluent reader. To Torgesen (2004),

to be a fluent reader, children must be able to: 1)

recognize most of the words in a passage by sight;

2) correctly pronounce words 5 -10 times before they

become sight words; and 3) make accurate first guesses

when they encounter new words, or growth of their sight

word vocabulary is delayed—they never become fluent

readers.

According to Mendoza (2008), learning institutions

need to intensify renewed efforts as well as commitment

in promoting and sustaining effective skill, in a

rapidly changing condition. Most often the determinant

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of a successful learning institution is through their

students’ reading proficiency.

In the Philippines, the ability to read and write

is the priority the government puts effort to promote

effective readers and enhance high literacy. One can be

literate, but not necessarily a reader because reading

is a skill that requires the development of a habit that

must be exercised regularly, if it is to be retained and

enhanced (Davis, et al.,2016). To Luz (2007), if left

unexercised, the skill becomes rusty and can even be

lost. Teachers are expected to use varied, relevant and

effective methodologies toward development of teaching

reading skills. Every need of a child regarding reading,

this must be assessed thoroughly and provide appropriate

effective implementation.

On the one hand, DepEd is upgrading its educational

system, through the K to 12, is geared toward the

improvement of quality education. President Benigno

Aquino III sets out the ten point Educational Agenda and

one of these points is making every child a reader in

Grade 1. There are many cases that a Grade 1 learner is

promoted to Grade 2 without meeting this expectation. It

is necessary to know the adjustments and effective

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strategies of a Grade 2 teacher in teaching reading to

nonreaders. The ultimate challenge of a teacher is not

letting the child know that he or she is left behind.

How the teacher differentiates and modifies his or her

instruction, considering that the class is composed of

readers and nonreaders, establishes the difference in

teaching and learning.

In most Elementary schools in Cervantes District,

Grade four pupils were observed that most of the pupils

have difficulty in reading and the teacher felt enormous

problems and dilemmas in order to give intervention.

Several strategies had already implemented but there are

still many pupils who deemed to have problems in reading

and comprehension. Considering the aforementioned

scenario, the researcher considered it necessary to

study the reading performance of the grade one pupils of

elementary schools in Cervantes. Teachers are expected

to use varied, relevant and effective methodologies

toward development of teaching reading skills. Every

need of a child regarding reading, this must be assessed

thoroughly and provide appropriate effective

implementation.

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 The main purpose of this study was to assess the

effectiveness of remedial reading strategies used by

elementary teachers to pupils who are non-readers in

Cervantes District, Cervantes Ilocos Sur. It is hoped

that the results of the study will provide information

to the following: elementary schools as basis for

coming up with a remedial reading program which will

improve the reading skill of pupils who belong to the

lower reading proficiency level; administrators, in

supporting teachers as well as the school in improving

remedial reading instructions; teachers, for them to

identify strategies appropriate to develop the reading

skills of pupils; pupils, who are the ultimate

recipients of the remediation strategies to be utilized

by teachers to improve their reading proficiency; and

the researcher, to improve the effectiveness of the

reading remediation strategies she utilizes in enhancing

pupils’ proficiency in reading.

Specifically, the study determined the following:

1. frequency of type of text used as reading

resources;

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 2. extent of implementation by teachers of the

reading activities to pupils along pre-reading, while

reading, and post reading;

2.1. difference in the reading activities executed

by teachers when number of years in teaching;

3. extent of utilization of the reading strategies

to develop pupils’ reading skill by teachers;

3.1. difference in the extent of utilization of

reading strategies by teachers when number of years in

teaching;

4. extent of implementation by teachers of

identified reading remediation measures to address the

reading difficulties of pupils.

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 Methodology

Research Design

This study employed the descriptive method of

research. Descriptive research describes what exists

helps uncover new facts and meaning. The purpose of

descriptive research is to observe, describe and

document aspects of a situation as it naturally occurs

(Polit & Hungler, 1999). According to Calderon (2008) as

cited by Alberto, et.al., (2011) descriptive method is

also known as statistical research, describes data and

characteristics about the population or phenomenon being

studied. This research method is used for frequencies,

averages and other statistical calculations. Often the

best approach prior to writing descriptive research, is

conducting a survey investigation. This method is used

to gather information in order to test hypothesis or to

answer questions concerning the currents status of the

subject of the study.

Locale and population of the study

The study was conducted to primary teachers of

Cervantes District, Cervantes Ilocos Sur during the

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Table 1. Population of Study
School Frequency Percentage
1. Biwak Primary School 3 4.28
2. Tagpeo Primary School 3 4.28
3. Naiba Primary School 2 2.85
4. Dinwede Elementary School 2 2.85
5. Naiba Primary School 2 2.85
6. Zigzag Elementary School 3 4.28
7. Malaya Elementary School 3 4.28
8. Lamangan Primary School 2 2.85
9. Pautan Primary School 1 1.42
10. Paang Primary School 2 2.85
11. San Juan Elementary School 6 8.57
12. Quinayad Elementary School 2 2.85
13. Cervantes Central School 5 7.14
14. Libang Elementary School 3 4.28
15. Daing Elementary School 3 4.28
16. Liqueo Elementary School 2 2.85
17. Aluling Elementary School 3 4.28
18. Tam-awan Primary School 1 1.42
19. Bissayot Elementary School 3 4.28
20. Comillas North Elem School 3 4.28
21. Comillas South Elem School 6 8.57
22. Pilipil Primary School 3 4.28
23. Namaligan Primary School 2 2.85
24. Cabaroan Elem School 3 4.28
25. Bantay Primary School 2 2.85
Total 70 100

second semester of school year 2018-2019. Total

enumeration was used to identify the population of the

teacher respondents.

Data Gathering Tools

The study utilized a questionnaire-checklist as a

primary tool in gathering data needed. The

questionnaire checklist was lifted from Progress in

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International Reading Literacy Study (2006) which is

designed to measure and interpret differences in

national education systems in order to help improve the

teaching and learning of reading worldwide. The

questionnaire was addressed to teachers who were asked

to supply information about their academic and

professional backgrounds, classroom resources, and the

instructional materials and activities used to teach

reading and promote the development of students’ reading

skills and strategies. Part I of the questionnaire dealt

the personal information of the teachers; Part II dealt

on reading activities to pupils, part III dealt on the

reading strategies utilized by the teachers, part IV

dealt on the reading remediation measures to address the

reading difficulties of pupils.

Data Gathering Procedures

The researcher sought permission from the Schools

Division Superintendent of the Division of Cervantes,

the Education Program Supervisor, and the concerned

school principals. The researcher personally

administered the questionnaire to the teacher

respondents in the identified public primary and

elementary schools of Cervates, Ilocos Sur.

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Treatment of Data

The data gathered was tallied, tabulated, analyzed,

interpreted and presented using frequencies, and

weighted mean to determine the respondents’ perceptions.

For the treatment of data, a four-point scale was

used to measure the responses of the teachers to the

items in the questionnaire.

To determine the extent implementation of reading

activities during the pre-reading, while reading and

post reading, and the utilization of reading strategies

by the teachers, the following scale was used:

Numerical Statistical Descriptive

Value Limit Equivalent

4 3.25 – 4.00 every day or almost

every day

3 2.50 – 3.24 Once or twice a week

2 1.75 – 2.49 Once or twice a month

1 1.00 – 1.74 Never or almost never

On the extent of implementation of identified

reading remediation measures, the following scale was

used:

Numerical Statistical Descriptive

Value Limit Equivalent

4 3.25 – 4.00 Always

3 2.50 – 3.24 Almost Always

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 2 1.75 – 2.49 sometimes

1 1.00 – 1.74 seldom

The weighted mean was used to answer specific

problems 1 and 2. The formula (Sevilla, 1992) is:

Xw = Ʃfxw/N

Where: Xw = Weighted mean

f = Frequency

x = scales

N = Total number of respondents

In determining the significant difference in the

perceptions of the teachers along number of years in

teaching reading Analysis of Variance (ANOVA) was used

with the formula (Subong, 2005):

F – ratio = _ MSBG____
MSWG

Where: MSBG = mean square between groups

MSWG = mean square within groups

Ranking was used to answer specific problem 4.

To validate the statistical results, Analysis

Toolpak through Microsoft Excel was be used.

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