Abstract
This study evaluates the impact of remedial reading programs on the reading proficiency of elementary pupils in Valencia District X, Division of Valencia City, for the academic year 2024-2025. The research aimed to identify how factors such as the duration of the program, teaching methods and strategies, teacher qualifications and training, parental involvement, use of technology, curriculum content, and feedback and reinforcement affect students' reading development. The study employed a descriptive correlational research design, utilizing a self-made survey questionnaire to collect data from 100 public elementary school teachers. Statistical treatments, including mean, standard deviation, and Pearson r Product-Moment Correlation, were used to analyze the data. The study found that the duration of remedial reading sessions, along with comprehensive teaching strategies like phonics instruction and differentiated learning approaches, had a very high impact on improving students' reading skills. Teacher qualifications, specifically training in literacy, were identified as key factors influencing the success of the programs. Parental involvement was also highlighted as a significant contributor to reading proficiency, with regular communication and participation in workshops having a positive effect. The use of technology, including educational software and digital reading platforms, was shown to support individualized learning and boost engagement. Overall, the findings demonstrate that well-structured, long-term remedial programs, with active collaboration between teachers, parents, and the community, are essential for enhancing reading skills among struggling students.
