stdClass Object
(
    [id] => 16484
    [paper_index] => 202506-01-022318
    [title] => PHIL-IRI-BASED EVALUATION OF REMEDIAL READING OUTCOMES AMONG INTERMEDIATE LEARNERS: THE ROLE OF LOCALLY-FUNDED TEACHERS IN ORAS EAST DISTRICT, EASTERN SAMAR
    [description] => 
    [author] => Avorque Ma. Wildan M, Goden Sarah Joy S, Apura Leoniza L, Labajo Josie T, Mejica Rica S, Bertos Vanessa M, Acol Jolina B, Orale Rida N, Rivera Richie G, Alota Almira A, Quiloña Janice Dyan G
    [googlescholar] => 
    [doi] => 
    [year] => 2025
    [month] => June
    [volume] => 11
    [issue] => 6
    [file] => fm/jpanel/upload/2025/June/202506-01-022318.pdf
    [abstract] => This study aimed to evaluate the effectiveness of remedial reading instruction delivered by Provincial- and LGU-funded teachers among intermediate learners (Grades 4–6) in public elementary schools in Oras East District, Eastern Samar. Using a quantitative quasi-experimental one-group pretest-posttest design, the study utilized the Philippine Informal Reading Inventory (Phil-IRI) as both a diagnostic and outcome assessment tool. Fifty learners identified as struggling, frustrated, and instructional readers through Phil-IRI pre-assessments participated in a structured intervention program led by locally funded teachers. Descriptive statistics revealed a notable shift in reading proficiency levels following the intervention. Before the program, 82% of learners were categorized as either struggling or frustrated readers. Post-assessment results showed that 70% had progressed to instructional or independent reading levels. The Wilcoxon Signed-Rank Test yielded a test statistic of 0.0 and a p-value of 5.18 × 10⁻⁸, indicating a statistically significant improvement in reading performance. The findings confirm the instructional value of Provincial- and LGU-funded teachers in addressing literacy challenges in intermediate grades and support the continued use of Phil-IRI in tracking learner progress. The study contributes to the growing body of research advocating for localized, data-driven interventions as a strategic response to learning poverty in underserved educational settings.
    [keywords] => Phil-IRI, Remedial Reading, Locally-Funded Teachers, Reading Proficiency, Intermediate Learners
    [doj] => 2025-06-10
    [hit] => 
    [status] => 
    [award_status] => P
    [orderr] => 55
    [journal_id] => 1
    [googlesearch_link] => 
    [edit_on] => 
    [is_status] => 1
    [journalname] => EPRA International Journal of Multidisciplinary Research (IJMR)
    [short_code] => IJMR
    [eissn] =>  2455-3662 (Online)
    [pissn] => - --
    [home_page_wrapper] => images/products_image/11.IJMR.png
)
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