ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This study assessed the extent of utilization of remedial teaching strategies and the literacy performance of Grade 1 learners in Mahaplag Districts 1 and 2, Schools Division of Leyte, during School Year 2025–2026 as basis for the development of targeted Learning Action Cell (LAC) sessions. Utilizing a descriptive–correlational–comparative research design, the study involved all 34 Grade 1 teachers and 100 randomly selected learners from a population of 200. Data were gathered through validated teacher and learner questionnaires and the Comprehensive Rapid Literacy Assessment (CRLA) administered as pretest and posttest. Descriptive statistics described teacher and learner profiles, while Pearson r correlation and paired sample t-tests determined relationships and differences at the 0.05 level of significance. Results showed that teachers’ age (r = .402, p = .018), highest educational attainment (r = .356, p = .039), years in service (r = .397, p = .020), and relevant trainings (r = .401, p = .019) were significantly correlated with the extent of their use of remedial strategies, while sex and civil status were not. Learner characteristics such as age (r = .207, p = .038), general academic achievement (r = .206, p = .038), and home tutorship (r = .197, p = .049) significantly influenced literacy performance, while gender did not. The use of remedial strategies was positively related to CRLA pretest (r = .244, p = .015) and posttest (r = .207, p = .039) scores. Paired t-test results further indicated significant literacy gains from pretest (M = 4.07, SD = 0.971) to posttest (M = 3.22, SD = 1.046), t(196) = 5.956, p < .0001. These findings underscore the importance of teachers’ qualifications and professional development in strengthening remedial instruction and improving early literacy outcomes. The study recommends designing focused LAC sessions to enhance instructional practices and sustain literacy growth among beginning readers. Keywords: Remedial teaching strategies, literacy performance, Grade 1 learners, CRLA, Learning Action Cell (LAC)