READING REMEDIATION PROGRAM: THROUGH THE LOOKING GLASS OF THE IMPLEMENTERS

Education

This thesis investigated the ever-changing field of reading remediation programs, with a particular emphasis on the point of view of the educators responsible for these programs' administration and management. Six educators were asked to discuss their subjective experiences, difficulties, strategies for dealing with issues, and recommendations for improving reading remediation as part of this study, which used a qualitative phenomenological research design. Based on the data, it was determined that most educators had a great deal of difficulty while putting the program into action. Several educators felt that this job demands a significant amount of time since it requires them to participate in various tasks, including creating and planning instructional materials, the evaluation of students' progress, and communicating with parents. Furthermore, the findings of this research not only contribute to the existing knowledge of reading intervention but they also provide a valuable instrument for educators, administrators, and policymakers who are working toward the goal of enhancing the efficiency of reading remediation programs. From the point of view of educators, this research also offered a fresh and illuminating perspective on the process of reading remediation, which is of critical importance. As a result, it was suggested that school administrators should provide seminars and training to the teachers to assist them in overcoming the difficulties associated with the establishment of reading remediation programs. In addition to this, they underlined the critical relevance of fostering a strong partnership between teachers and parents in order to support students in attaining their full reading capacities.

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