EFFECTIVENESS OF ICT-ASSISTED REMEDIAL READING INSTRUCTION IN ENHANCING READING COMPREHENSION LEVEL OF GRADE 4 PUPILS

This study examined the effectiveness of ICT-assisted remedial reading instruction in enhancing the reading comprehension levels of Grade 4 pupils at Bangan Elementary School. Using a descriptive correlational and comparative design, the study involved sixteen identified non-readers who participated in daily ICT-based remedial sessions. Pre-test and post-test results, analyzed through t-tests and Cohen’s d, revealed a significant improvement in reading comprehension following the intervention. The findings suggest that ICT-assisted instruction is a valuable tool in addressing reading difficulties among elementary learners and may be applied across other subject areas to boost academic performance.