Reading Remediation Program and Reading Performance Among Struggling Readers: The Moderating Role of Reading Motivation
DOI:
https://doi.org/10.69569/jip.2026.421Keywords:
Moderation analysis, Reading motivation, Reading performance, Reading remediation, Struggling readersAbstract
Although reading remediation programs have been recognized for improving reading achievement, limited research has examined whether their effectiveness varies according to learners' baseline reading motivation. Addressing this gap, the study investigated whether reading motivation moderated the relationship between a reading remediation program and reading performance among 120 Grade 3 struggling readers in Bauang North District, La Union, Philippines. A quantitative, quasi-experimental pretest-posttest control group design was employed. Analysis of covariance revealed that the reading remediation program significantly improved reading comprehension (F = 135.72, p < .001, η² = .538), reading fluency (F = 43.98, p < .001, η² = .273), and word recognition (F = 114.56, p < .001, η² = .495). Hierarchical multiple regression analyses further showed that baseline reading motivation significantly moderated the intervention effects on reading comprehension (β = .22, p < .001), reading fluency (β = .23, p < .001), and word recognition (β = .21, p = .003). Across all three outcomes, learners with higher baseline reading motivation demonstrated greater gains than those with lower motivation. These findings suggest that the effectiveness of reading remediation depends not only on instructional support but also on learners' motivational readiness to engage with reading. The study extends existing evidence by demonstrating that reading motivation functions not merely as a correlate of reading achievement but as a moderator of instructional effectiveness, highlighting the importance of integrating motivational support into reading interventions for struggling readers.
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