According to Dy in Andaya (2009), intervention as a tool for remediating learner’s poor

performance is highly recommended in Philippine Educational System. Also,

intervention makes way to a new method to simulate the activity of the students and
thereby increase their level of understanding (Banagan in Andaya, 2011).

Further confirm in her study that the utilization of an intervention tool shows significant
improvement in the learner’s performance (Martinez, 2014). Aside from that, Laguador
(2016), presented that strategic intervention material is an effective tool in improving the
performance level of learners in the least learned competencies.
Montajes(2011) recommended the use of a special program to improve the student’s
abilities. The study also recommended the running of pretest and posttest to measure
the effectiveness of the special program.

According to Samuels (2015), children who are not capable of reading fluently at the 3 rd
grade are more likely to have an academic crisis. Educators are progressively looking
for arrangements they can in the early years even as early as preschool so that it take
off the failure of child’s career in the future.
Lapkin (2017), stated that if a child do have difficulty in reading, it can impact a lot more
than school work. It can also affect the self-stem and social life of the learner.
Hall (2009), presented that a parent may be the first person in a child’s life to recognize
reading difficulty. Parents observation is critical because earliest sign of reading
difficulty can be seen during preschool and kindergarten.
Selga (2016), quoted that developed and organized worktext contributes to the
achievement of a more specific objective of a subject, provides for the development of
higher cognitive skills, and is well-organized and well-designed.

Howell (2015) stated that cognitive development includes the mental processes that aid
children to learn.
According to Padolina(2012), the Informal Reading Inventory is one of the most
convenient classroom tool in assessing learner’s reading ability. It can give teachers
information on the level of their student’s performance in reading by actual observation.

Alstrom et al. (2011) conveyed that struggling students in school that are not receiving
intervention or remediation are making too little or no progress at all.
Vaughn, Denton, and Fletcher (2010) explains that a child with reading difficulties
involves intense intervention.
Topping (2016), repeated readings can enhance student’s fluency, recognition,
concepts of print and comprehension skills.
Theories suggested that reading precedes writing in the same way that listening
precedes speaking (Shanahan,2006).

Reading ability directly impact the writing ability and literacy skills, with reading ability at
6,9 and 11 years old predicting accurately the reading comprehension, vocabulary and
general knowledge at 16 when the student’s do have control in their cognitive
ability(Cunningham&Stanovich,1997).

According to Brady (2011), early intervention and remediation can lessen the chance of
reading failure among students.
Simon (2016), stated that in order to increase the learner’s fluency, they should have
been paired in all kinds. It is either paired with alike with their ability or with higher level
of reading ability.
Reading achievement is vital for school achievement (Reis, McCoach, Little, Muller&
Kaniskan, 2011).

(Ata&Edillo,2020), stated that reading program do have a great impact in the

improvement of the reading ability of the students under frustrated level. Reading
comprehension skills is an unending concern that the teacher should be address.

According to Piaget’s theory the way that parents interacted during reading may have
positive or negative results (Feldman,2011). Children who have helped by their parents
are fluent in reading all books and more likely can predict a story (Saracho,2002)
It is recognized that parental involvement is essential in children’s development
(Desfroges,2003)
On the hand, according to Mudzielwana (2014), some parents cannot have a chance to
pay attention to their child because they are already tired from their work. Also, it is a
major hindrance when it comes to time management for their family and ends up not
assisting their child in reading. Other one is that the academic attainment of parents is
also a great factor in teaching their child.
On the study of Anantanza , it is found that 25% of the boys’ participant get high score
and 33% of the girls’ participant get high score on the comprehension test and those
differences are because of the traits of the family and society they are in towards
reading. Aside from that girls are strong in the skills of determining the meaning of
unfamiliar words while boys are strong in the skills of finding information from the text.

Naga(2006), found that most of the students have difficulties in correct pronunciation of
words, hesitation before reading the words, and ignored punctuation marks. The goal of
reading is to understand what has been read(Nation&Angell,2006). Difficult texts can
hinder student’s abilities to learn and improve in reading(Fordham,2006). Teachers
need to look for additional texts that the students can read and learn within a little
support.
Genlott & Gronlund(2013) conversed that reading and writing is a basic skill,
unfortunately not everybody can acquire. Lack of teachers and time in school are some
reasons, however the rise of informational activity due to the internet and other
technological-enabled break has made literacy skills increasingly important to more
people.
In addition, Hughes(n.d.) stated that reading is a composite interaction between the
reader, the text, and the purpose of reading, which are shaped by the reader’s prior
knowledge and experiences, the reader’s knowledge on reading and writing, and the
reader’s language community which are culturally and socially situated.

Forinskas, Silinkas et. al (2014), detected the positive effect of support on children with
high level of reading interest, task-persistent behavior, and a low level of externalizing
problem behavior. In contrast, children with low interest, low task-persistent
behavior,and higher externalizing behavior showed slower progress in reading,
irrespective of teachers’ increased support. It needs to emphasize that students with
lower skills should get additional support beside of that ordinary lessons.