Vol. 6, Issue 2, Part E (2024)

This study primarily aimed to investigate the effectiveness of remedial teaching in developing reading comprehension skills and ensuring equitable educational outcomes among second-intermediate students. It was a study designed to examine the effect of remedial teaching in reading comprehension with the performance of such students, and it hoped to assist these low-achieving readers have a real shot at academic success by helping them achieve basic reading skills. The focus of this study was English reading comprehension: ideally, providing insights into how we can build equity in our schooling systems. It was providing teachers information on remedial teaching, an integral part of the teaching spectrum that will greatly help aid students in their future academic endeavors. The researcher applied a semi-experimental design with experimental and control groups, the former of whom received remedial instruction while the latter followed up on standard curriculum lessons. The reading comprehension was evaluated using pre- and post-read tests. Remedial strategies included activating prior knowledge, vocabulary development, guided reading, peer teaching and private teacher as well as one-on-one tutoring.
The increase in pre-test to post-test means of the experimental group was much greater (8.62) to (16.57) than for the control group and is statistically significant: (p < 0.0026). Struggling readers also benefited with improved confidence and motivation from the remedial lessons. The researchers urge education leaders to factor remedial reading programs into efforts to foster equity. They should be trained in how to do remedial teaching. Long-term sustainability, ideal length of the program, and spillover effects require further investigation.