Abstract
The study attempted to determine the extent of teachers’ remedial reading program; the pupils’ reading comprehension level; and the relationship between teachers’ remedial reading program and pupils’ reading comprehension level. The Pearson-Product Moment Correlation was employed in conjunction with the descriptive-correlational research approach to determine the significant link between the teachers' remedial reading program and the students' reading comprehension. The amount of remedial reading that teachers did and the reading comprehension level of their students were analyzed using the following statistical tools: mean, frequency count, standard deviation, and percentages. Findings revealed that teachers conducted “most of the time” remedial reading to their pupils as evidenced by the overall mean of 3.97 and standard deviation of .483. It was also revealed that out of 122 pupils, 37 or 30% were proficient readers while only 12 or (10%) were emerging readers. This implies that there are more proficient readers in the select public elementary schools in the Division of Cagayan de Oro City. Additionally, as seen by the computed (r=.002) and probability (.807) values, the results demonstrated that there was no significant association between the remedial reading program that teachers utilized and the students' reading comprehension. As a result, the null hypothesis is approved. Subsequently, it was recommended that in order to intensify pupils’ reading comprehension, teachers should develop engaging learning materials which develop reading comprehension in English should be developed.
