Abstract
The development of word recognition or reading ability is a massive challenge every language teacher and student alike has to face every day. It has been a dilemma among all private and public schools nationwide. The study used a mixed method of research; combining qualitative methods and quantitative methods. It utilized the results of the pre and post-PHIL IRI tests; researchers designed pre and post-IRI tests which were checked and validated by the School Principal, and English Consultant. This action research proved that the Teacher-assisted Reading Module in the Remedial Program Project RECITeS (Reading Exercises through Comprehensive and Innovative Teaching Strategies) is effective in improving the students reading performance. The result shows that Grade 7 students improved on most of the reading components with the p-value of 0.0001 interpreted with significant difference except for vocabulary with a p-value of 0.3123 interpreted with no significant difference. Meanwhile, Grade 8 students improved on all the reading components with a p-value of 0.0001 interpreted with a significant difference. The researchers recommend the modification and enhancement of the module on vocabulary. The study focused on the Effectiveness of the Teacher-assisted Reading Module in the Reading Remedial Program Project RECITeS (Reading Exercises through Comprehensive and Innovative Teaching Strategies). One of the effective ways to improve the struggling readers’ deficiency in reading is to expose them to a reading remediation program that selects comprehensive English skills and utilizes innovative strategies with the immediate assistance of reading teachers.
