Teachers and learners’ characteristics: Inputs to personalized reading intervention to improve reading performance in Filipino

This study primarily aimed to provide a targeted and individualized approach to Filipino reading difficulties by implementing personalized remedial reading programs for identified struggling students. A total of 216 learners from seven schools in the Southwest Butuan District participated, with 57 students identified as struggling readers who underwent the personalized reading remediation. The intervention sought to close the reading proficiency gap and ensure that all students had the opportunity to develop their reading skills effectively. Additionally, the study examined the inputs necessary for improving reading performance through personalized remediation by investigating the characteristics of both Grade 5 learners and their teachers, with 26 Grade 5 teachers providing critical information relevant to the intervention’s success. Data collection was conducted through a structured four-phase procedure involving a PHIL-IRI Pre-test, an Oral Reading Observation Checklist based on the PHIL-IRI Reading Manual, a two-part Reading Attitude Assessment for teachers, and a PHIL-IRI Post-test. Customized Filipino reading materials were also developed and utilized during the remediation sessions, which occurred between the pre- and post-test assessments. The collected data addressed key questions regarding student pre-test performance, learner reading behavior, teacher strategy application, characteristics and processes of personalized reading remediation, post-test outcomes, and recommendations for program enhancement. Statistical analyses, including t-tests, were used to determine the significance of differences between pre- and post-test scores, while descriptive statistics summarized teacher observations and survey responses. The findings revealed that 26% of the Grade 5 learners were struggling readers, underscoring the urgent need for targeted intervention. Observations showed that a significant portion of these learners read word-by-word, displayed monotone expression, had inaudible voices, neglected punctuation, and relied heavily on finger-pointing, all indicating challenges in fluency and comprehension. Teachers demonstrated a strong commitment to individualized instruction, frequently integrating technology and various strategies such as DEAR, peer tutoring, choral reading, and spelling exercises to support reading development. The personalized remediation was characterized by a data-driven, individualized approach emphasizing parent engagement, assessment and feedback, and ensuring student safety and well-being. The remediation process followed a structured sequence aligned with the Department of Education’s guidelines, including needs identification, goal setting, instructional planning, implementation, monitoring, and plan adjustment. Post-test results showed significant improvements in students’ reading abilities, with statistical analysis confirming a meaningful difference from pre-test scores. This outcome highlights the effectiveness of personalized reading remediation in enhancing reading skills among struggling learners. The study concluded that tailored interventions addressing specific reading behaviors are critical to fostering fluency and comprehension. Teachers’ proactive attitudes toward diverse instructional strategies, combined with data-informed individualized approaches, contribute substantially to improved reading outcomes. The proposed enhancement program based on the study’s findings offers a framework for educators to address diverse student needs more effectively. Based on these conclusions, the study recommends that educational institutions adopt personalized reading remediation programs informed by this research. It encourages the allocation of appropriate resources for teacher training and instructional tools, as well as sustained educator commitment to innovative remediation strategies. Furthermore, students should be supported to maintain positive reading behaviors, while parents are urged to actively engage in their children’s reading progress and collaborate with educators. Future research is also recommended to explore the long-term impacts of personalized reading remediation on students’ academic performance beyond immediate assessment results.