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Abstract
The purpose of this qualitative study is to describe remedial reading program challenges and effective practices. This study is anchored on the grounded theory using the Glaserian approach, and it follows the inductive approach for theory development through progressive identification and integration of categories of meaning from the challenges and effective practices of teachers in remedial reading. The data collection was participated by five (5) participants conducted at the Schools Division of Iloilo for the school year 2018-2019. Sampling size was based on theorizing and not on the data saturation and methods of analysis were discussed. Results reveal that there are seven (7) themes generated. Based on observations, data were gathered, analytical data mining techniques were used to analyze data and detect the pattern, then a testable hypothesis was formulated, and lastly, a theory was generated. Observations and patterns were the basis of development of a theory. Themes generated are Facilitator’s Challenging Practices, Remedial Reading Innovations, Teachers’ Motivation, Authentic Tasks, Cognitive Readiness, Personal Drive and Trained Teachers. Thus, the theory developed is “Quality Remedial Instruction Theory”.
