Remedial Instruction in Reading
Remedial Instruction in Reading
Remedial Instruction in Reading
ACTIVITY 3
BERNALES, SARAHMAE HAMDAG
BSED-ENGLISH 4A
3. In the present time, what role can modernization or 21 st century teaching approaches play in
ensuring the development of reading skills among learners?
Education is the need of the hour as it creates a literate society and in the process of
educating the society, motivation and instructions are very crucial and teachers, guides and
administrators are responsible to motivate and ensure the development of skills among learners.
The role of the teachers is to facilitate learners in order to enhance and develop higher order
thinking skills, effective communication, collaboration, and other skills. In line with this, modern
education sees a vast scenario which encourages learners to study profoundly and study to satisfy
their curiosity.
4. If you were to propose a program that will support and strengthen the current teaching practices
specifically in reading, what would this be?
READING PROGRAM
Designed Programs/actions:
Active Reading Teachers
All teachers are reading teachers. The major key to
achieve the goals of this school reading program is to have
active reading teachers that will motivate, instruct,
monitor, intervene and inspire learners to read. Aside
from the learners, teachers will also be equipped with
strategies on how to handle reading problems.
Building Appetite in Reading
Having a mini library will help students explore and create
interest in reading. In this program, struggling readers
could gain appetite to open a book, look, then eventually
read. It is a way of developing interest among learners to
read continuously and not only when necessary. These
areas can help learners to make reading a habit.
Reading While Waiting
In morning and afternoon classes, some students come
ahead of scheduled time/start of classes. They will
proceed to their class or designated areas and chat with
their classmates. To make this waiting time more
productive, students will read while waiting. Teachers
may assign a story to read.
People Involved:
Dean, Reading Program Coordinator, English Teacher, Parents,
Adviser and Students.
Materials needed/Resources:
Reading materials, charts and projector, books, flash cards, etc.
Strategies:
Teacher-student teaching and learning (one-on-one)
Peer teaching
Collaborative teaching and learning
Self-reading
Provide appropriate activities that will help pupils’
development in that particular skill.
Activities/Tasks Provided
Materials to be used
Duration
REMEDIAL INSTRUCTION
INSTRUCTIONAL MATERIALS DEVELOPMENT © 2021
V. THREATS & It is important to note that while these program outcomes are
CHALLENGES encouraging, we faced significant challenges relating to the
complexities of implementing the program in a real-world after
school setting. Some of these challenges pertain to teacher and
student participation, attendance, and scheduling, which we
addressed in collaboration with members of the after-school
team throughout the design, implementation, and evaluation
phases of the program. We encountered several challenges
throughout the design, implementation, and evaluation of our
after-school reading program, including, but not limited to,
identifying students who were underachieving in reading and who
were likely to benefit from the program, selecting and providing
training for instructional staff to implement the program, finding
adequate instructional space within the school premises wherein
to implement the program, motivating reluctant students to
participate in the program, and making arrangements to conduct
pre and post assessments to enable us to determine program
impact. Although these disruptions are inevitable when working
in schools, it can make a big difference with respect to whether a
program succeeds or fails. Fortunately, we were able to attend to
these disruptions to help ensure that our program had a chance
of being implemented with a reasonable degree of fidelity. These
small improvements were also helpful in designing future reading
intervention programs within the school.
VI. REFERENCES Allington, R. (2011). What really matters for struggling readers:
Designing research-based programs. New York, NY: Pearson
Education.
Canney, G., & Neuenfeldt, C. (1993). Teacher’s preferences for
reading materials. Reading Improvement, 30, 238-245.
Luy, L., (2018). Every Child A Reader Program. First Year to Fourth
Year Students of INHS who are under “Frustration Level” in
Reading.
Nuñez, E., (2018). Encourage A Student into Empowered Reader.
https://www.scribd.com/presentation/420173683/School-
Reading-Program-Eric-M-Nunez-pptx
Varon, N.D. (2019). Read to Succeed. LBES Reading Program, S.Y
2019-2020.
https://www.scribd.com/document/415430192/LBES-
Reading-Program-2019-2020-docx
CONTENT 40%
ORGANIZATION 20%
RESOURCEFULNESS 20%
CONSTRUCTIONS 20%
TOTAL 100%
REMEDIAL INSTRUCTION
INSTRUCTIONAL MATERIALS DEVELOPMENT © 2021