Targeted Reading Remediation and Foundational Literacy Development among Grade 3 Learners
DOI:
https://doi.org/10.5281/zenodo.21398193Keywords:
decoding, foundational literacy, Grade 3 learners, reading comprehension, reading remediation, word recognitionAbstract
This study investigated the effect of targeted reading remediation on the foundational literacy development of Grade 3 learners at Lupigue Integrated School in the City of Ilagan, Isabela. A quasi-experimental interrupted time-series design with repeated literacy measurements was employed to track changes before, during, immediately after, and following the intervention. Participants were selected through criterion-based purposive sampling based on identified difficulties in decoding, word recognition, oral reading fluency, and reading comprehension. Data were gathered using a validated Grade 3 Foundational Literacy Progress Battery with an overall Cronbach’s alpha coefficient of .91. The intervention was implemented for eight weeks through structured small-group sessions focused on phoneme-grapheme correspondence, decoding, automatic word recognition, guided oral reading, vocabulary, and comprehension. Data were analyzed using descriptive statistics, segmented linear mixed-effects growth modeling, Hedges standardized mean change, and the Reliable Change Index. Results showed significant and sustained improvement in overall foundational literacy, with the strongest gains observed in decoding and word recognition. Oral reading fluency and reading comprehension also improved, although both remained below the expected instructional benchmark for several learners. Follow-up results indicated that most gains were maintained, but a slight decline emerged after intensive sessions ended. The findings confirmed that targeted and skill-based remediation supported measurable literacy growth among struggling Grade 3 readers. Continued progress monitoring, differentiated instruction, and extended support were recommended, particularly for learners with persistent fluency and comprehension difficulties.
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