A Literature Review on Remedial Reading Teachers: The Gaps in the Philippine Context

Abstract

Remedial reading teachers are forerunners in elevating the reading achievement of students in schools. In the Philippines, there has been a continual enrichment of the reading skills of struggling readers through the initiatives of remedial reading teachers. However, the country does not have clear policies on the identities, roles, challenges, and needs of such teachers. This paper presents a review of the literature on remedial reading teachers. The results revealed that remedial reading teachers performed various roles in schools and that the cultivation of the roles and duties of remedial reading teachers rely so much on different factors, some of which are knowledge and the skills that they have, philosophical views in education and the whole school community, the rapport that remedial reading teachers have with their colleagues, the support of the administrators to their personal and career developments, and provisions of the local government. It was also evident in the review that literature and studies are scarce regarding remedial reading teachers in the Philippines, thus, suggesting to explore on the what's and the how's of remedial reading teachers in a hope of creating clear policies that will strengthen their identities and support their professional developments.

Comprehension Concerns: Signs and Signals for Improving a School-based Reading Intervention

“…The findings further strengthened the notion that schools often lack efficiently trained teachers who are equipped with adequate teaching reading knowledge in terms of assessment methods, reading materials, and strategies that are significant to the success of a reading intervention program (Gatcho & Bautista, 2019;Smith, 2015). As observed, the deficiency of validated reading materials that the teachers can utilize in their reading programs may further cause reading problems because teachers in their pre-service preparations may have acquired a limited to scant pedagogical knowledge level (Cacho, 2014) about assessment tools to test the age and grade appropriateness of the reading materials.…”

The CoP Theory in Reading Enhancement Programme(REP) from Pragmatic Lens of Language Development

“…It entails the active involvement of each member of the community, internal and external stakeholders to include teachers and school administrators. Fostering a sound school-community ties will provide a sturdy bedrock to students' total development contributory to nation building and achieving quality instructional outcome (Chatman, 2019;Dones et al, 2023;Gatcho & Bautista, 2019;Johnston-Josey, 2017). To substantiate, several studies along CoP as a pivotal component of education and less explored in L2 context have been undertaken such as with King (2019), andWang, et al (2023) communicating positive results toward professional development of teachers (de Carvalho-Filho et al, 2020;Xue et al, 2021) as well as successful L2 learning (Amorati, 2023).…”

Implementation of The Parents and Teachers’ Initiatives in Teaching Grade 1 Learners in Phonetic Blending Amidst Covid-19 Pandemic

“…Even if learners can access distance learning materials, many do not have literate parents who can help them. Literacy and numeracy skills has always been a top priority in the Philippines for development to every school learner (Gatcho & Bautista, 2019). To read and write altogether would allow every individual to explore reality through life experiences contributory to meaningful existence.…”