ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— Providing remedial reading instructions to the pupils help struggling readers bring their reading skills up to grade level. In the advent of full blast face-to-face classes, it was found out that most of the Grade 4 pupils have difficulty in understanding the text they are reading making them frustrated in their reading career. With this premise, the researcher decided to conduct this study to evaluate the effectiveness of remedial reading instructions provided to the pupils aiming to improve their literacy levels. A quasi-experimental research design employing pre-test and post-test to evaluate the effectiveness of remedial reading instructions in improving the literacy levels of the identified frustration readers in Grade 4. Simple percentage and t-test of mean difference were the statistical tools used to interpret the result of the study. The study revealed a significant difference in the literacy performance of the Grade 4 pupils before and after the implementation of remedial reading instructions through the utilization of the teacher-made activities and reading materials. Since pupils have different needs, it is crucial that their reading instruction be as closely tailored to their actual needs as possible. With competent reading teachers in every classroom and implementing and utilizing appropriate interventions, a variety of reading needs can be met during regular daily instruction. A small number of children, however, will find it difficult or impossible to learn to read without specialized or individual instruction during remedial time. Thus, making remedial reading instructions an effective strategy in helping and making pupils learn to read.