Advanced International Journal for Research

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Bridging Reading Gaps through Technology Integrated Phil-iri Remedial Instruction

Author(s) Ms. GLENDA B CABAHUG, Ms. JESSA JEAN D EMIA, Ms. JENIFE C IDAO, Ms. JUNITH PIZAÑA
Country Philippines
Abstract This study determined the effectiveness of Phil-IRI–formed remedial strategies in enhancing the reading comprehension of Grade 4 learners through technology-based instruction in the identified schools of Bilar District during the School Year 2025–2026. Specifically, it described the profile of the teacher and learner respondents, assessed the level of implementation of technology-based instructional strategies in terms of the use of multimedia reading materials, utilization of digital learning applications or platforms, and integration of interactive technology-based activities, determined the learners' reading comprehension level based on the Phil-IRI pre-assessment, examined the significant relationship between technology-based instructional strategies and reading comprehension, identified the issues and concerns encountered by teachers, and proposed an Adaptive Learning Program.
The study employed a descriptive-correlational research design using a quantitative approach. The respondents consisted of three (3) Grade 4 teachers and sixty-eight (68) Grade 4 learners selected through purposive sampling. Data were gathered using a researcher-made questionnaire and Phil-IRI pre-assessment results. Frequency, percentage, weighted mean, composite mean, ranking, and Pearson Product-Moment Correlation were used in analyzing the data.
The findings revealed that technology-based instructional strategies were highly implemented in the use of multimedia reading materials, digital learning applications, and interactive technology-based activities. Learners demonstrated satisfactory performance in literal and inferential comprehension but only fair performance in critical comprehension. A significant positive relationship was found between the implementation of technology-based instructional strategies and learners' reading comprehension, indicating that increased technology integration contributes to improved reading performance. Major challenges encountered by teachers included limited digital devices, unstable internet connectivity, insufficient technological resources, lack of digital instructional materials, and limited teacher training. Based on these findings, an Adaptive Learning Program was developed to strengthen technology-supported Phil-IRI remedial reading instruction, enhance teachers' instructional competencies, and improve learners' reading comprehension outcomes.
Keywords Phil-IRI, remedial reading, reading comprehension, technology-based instruction, adaptive learning program, multimedia learning, Grade 4 learners, digital learning applications.
Field Sociology > Education
Published In Volume 7, Issue 5, September-October 2026
Published On 2026-10-09
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E-ISSN 3048-7641
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