Effectiveness of Direct Instructional Strategy for Teaching and Remediation (DISTAR), Parental Involvement and Reading Skills of Grade 7 Learners

This study investigated the effectiveness of the Direct Instructional Strategy for Teaching and Remediation (DISTAR) in enhancing the reading skills of Grade 7 learners at Lipa City National High School, with particular attention to the role of parental involvement. Using a descriptive-correlational design, data were gathered through validated questionnaires and analyzed using weighted means and Pearson’s correlation. Findings revealed that DISTAR was highly effective in promoting spelling, fluency, and word recognition, though challenges remained in oral accuracy and long-term retention. Parental involvement was consistently supportive, especially in encouragement and monitoring, but less evident in shared reading and proactive teacher consultation. Correlation analysis showed moderate, positive, and significant relationships between DISTAR effectiveness, parental involvement, and learners’ reading skills, confirming that structured instruction paired with active family engagement yields stronger literacy outcomes. The study was anchored on Sociocultural Theory and Behaviorist Learning Theory, emphasizing the interplay of structured reinforcement, motivation, and social support in literacy development. Results underscored the urgent need for targeted interventions in the Philippine context, where national assessments such as PISA and World Bank reports highlight persistent reading challenges among learners. Based on the findings, an intervention plan was proposed to strengthen DISTAR implementation by integrating reinforcement strategies, socio-emotional support, and active parental participation. The study concludes that DISTAR is an effective instructional model, but its impact is maximized when complemented by sustained home-school collaboration, thereby contributing to improved literacy culture and academic success among junior high school learner.