SUCCESS STORIES OF READING REMEDIATION THROUGH THE LENS OF THE READING COORDINATORS

MASTER OF EDUCATION

The primary purpose of this study was to reveal the success stories of reading remediation through the lens of the reading coordinators among public schools in Mawab District, Philippines, focusing on their experiences, challenges, coping mechanisms, and insights. Employing qualitative phenomenological approach among eight reading coordinators, in-depth interviews were conducted by the researcher and the data were examined through thematic analysis. The findings revealed the success stories of reading coordinators are having struggling readers improve their reading skills, improving pupils with disabilities, boosting students’ self-confidence, and achieving zero non-reader record. The challenges encountered by the reading coordinators when conducting reading remediation with students include lack of interest in reading remediation, absenteeism, lack of support and distraction from parents, time constraints, and finances for the remediation. The coping mechanisms utilized by reading coordinators to overcome these challenges include having a positive mindset and patience, dedication to work, use of a variety of teaching strategies, reward systems, and collaboration with other stakeholders. The findings also revealed the insights gained from the experience are having effort and patience in dealing struggling readers, being optimistic, flexible, and innovative, and having tailored approaches based on individual needs. Although, there were various strategies used in implementing reading remediation, teachers could still encounter challenges in conducting the remediation. Thus, this paper concluded with the recommendation that schools should have to prioritize the professional development of the teachers and provide them with the sufficient time and resources necessary to acquire abilities and knowledge needed to address struggling readers’ individual needs and to implement successful reading remediation.

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