REMEDIAL INSTRUCTION

I. What is Reading?

Reading experts define reading in many ways. Their views about reading may be
summarized as follows:

a) Reading is a subtle and complex process that involves sensation, perception,

comprehension, application, and integration.

b) Reading is the magic key to the world of enlightenment and enjoyment. It is the
basic tool for learning in all the subject areas.

c) Reading is the process of making and getting meaning from printed word symbols. It
is not a process of making conventionalized noises associated with these symbols.

d) Effective reading is an active dialogue between author and reader. The efficient
reader is ready to evaluate, challenge, and criticize reading materials. The man who
reads well is the man who leads.

e) Reading can be one of man’s deepest pleasures. It extends his experiences, giving
him a glimpse of the world’s excitement, pleasure, and wisdom.

f) Reading enables man to ponder the mysteries of the world, explore accumulated
knowledge and contemplate the unknown. From this search, he begins to uncover
some answers to questions, he is stimulated to raise more questions, and to
continue his pursuit for deeper understanding. It can b one of man’s ingredients for
blending his inner psychological world with the outer social world, and emerging into
a new world of thought, imagination and reality.

g) Many individuals read satisfactorily. They read well for their purpose. But some do
not read well. They make omissions, reversals, substitutions or additions and
inversions, etc.

• Factors that Influence the Acquisition of Reading Ability

a) Intelligence
b) Motivation
c) Home background
-was read to by parents
-adequate reading materials
-good health, nutrition and vitality
 d) Attitudes of /toward

-parents -teachers

-siblings -peers

These are the major factors that affect reading performance. If a student lacks some of
these, his reading performance becomes low. Those who are retarded in reading are usually the
educationally disadvantaged – those who come to school far less ready for normal performance because
of conditions in their environment. This group includes children suffering from malnutrition, disease and
inadequacies in the basic needs of food, clothing, and shelter. Children with broken homes, with unstable
family ties, with parents who are indifferent to education goals, or with limited innate abilities coupled
with lack of interest and ambition form the major bulk of remedial cases.

• Why should there be a corrective or remedial reading program?

There are four kinds of readers. The first is like an hour glass, and their reading being as the
sand, it turns out, and leave not a vestige behind. A second is like the sponge, which imbibes
everything and returns it in nearly the same state, only a little dirtier. The third is like a jelly
bag, allowing all that is pure to pass away, and retaining only the refuse and dregs. And the
fourth is like the slaves in the diamond mines of Golconda, who cast aside all that is worthless,
and retain only pure gems.

In learning to read, children do not progress at the same rate. Sometimes, children of average
or superior intelligence meet problems that delay or block their learning Or they may lack
several factors that influence the acquisition of reading ability.

Several educational innovations have been tried in Philippine schools for the maximum
development of every child according to his unique nature, interest, abilities, and needs. In
such schemes as Mastery Learning, and Open Classroom, the desired goal is to help the child
progress smoothly from one level to another. However, in spite of all efforts to get children
to achieve “at the norm,” wide variations in achievement are found in every grade level. This
is due to the tremendous differences that exist among individuals in their physical, mental,
social, emotional, and cultural backgrounds.

Individual differences coupled with several factors such as the ineffective and untrained
teacher, the lack of instructional materials, poor classroom environment, and lack of
coordination with the home and community agencies have resulted in various types of reading
disabilities. The effects of reading disability are numerous and frequently tragic for the person
involved. The feelings of inferiority produced by ack of success frequently leads to varius
forms of maladjusted behavior.

Evidence show that remedial training produce desirable results, but this should be preceded
by systematic diagnosis.
 Exercise 1
Explain the following:

1. Explain the first definition of reading found in the first paragraph of the first
page.
2. What kind of reader are you? How did you become such kind of reader?

II. Why should we Diagnose Systematically?

The specific causes of reading difficulties may be revealed by means of systematic diagnosis.
Webster says that: “Diagnosis is the act or act of recognizing disease from its signs and
symptoms.”

Bruckner defines educational diagnosis as the techniques through which one discovers and
evaluates the strengths and weaknesses of an individual. Diagnosis is an identification of
strengths or weaknesses from an observation of symptoms. It includes assessment of both
level and manner of performance. It is concerned with determining the nature of the
problem, identifying the constellation of factors that produced it, and finding a point of attack.

According to Dechant, “The heart of diagnosis is an intelligent interpretation of the facts. It

is not simply testing.” The diagnostician must possess both theoretical knowledge and
practical experience. He knows what questions to ask, what test and procedure to use to get
the needed facts, and how to interpret the findings. He needs to be able to draw up a plan for
correction and remediation.

• What are Some Principles of Diagnosis?

1. Begin with each student’s unique instructional needs ---

-What can he do?
-What are his difficulties?
-What are the causes of his difficulties?
-What can be done to remedy his difficulties?

2. Diagnosis is always directed toward formulating methods of

improvement.
 3. Genuine diagnosis looks toward the causes of the symptoms. The diagnosis viewpoint is

that behavior is caused.

The teacher needs to understand the causes of inadequate performance rather

than blame the student for it. He should not label the student as dumb or lazy,

even though such characteristics may be the cause once in a while.

4. Causes of pupil inadequacy are usually multiple rather than single or unitary.
5. The teacher needs more than simply skill in diagnosing the causes of children’s
difficulty. He needs ability to modify instruction to meet the needs identified by
diagnosis.
6. Decisions based on diagnosis should flow from a pattern of test scores and a variety of
other data.
7. The analysis of reading difficulties is primarily an educational analysis task, it is best
done by an experienced teacher who knows the essential elements in treading
instruction.
8. Diagnosis should be continued and efficient. Only pertinent information should be
collected and by the most efficient means.

• What are the Steps in Diagnosis?

1. Make a general or survey diagnosis.

This is an overall screening process with the aid of:

a. a reading survey test

b. a reading attitude test
c. I.Q. tests
d. an informal reading inventory
e. observations
f. listening tests
g. speed and comprehension tests
2. Compare expected function level as determined by IQ and other tests and
personal data with actual functioning level as determined by the reading survey
test or by other less formal procedure.
3. Conduct specific or analytical diagnosis.

a. Describe the condition more specifically.

Ex. Check on such specifics as knowledge of vocabulary, inability to associate

sound with the beginning consonant, inability to phrase correctly, or reversal
problems.

b. Give individual reading tests.

4. Make a detailed investigation of causality or an intensive case-study diagnosis.

a. Analyze carefully the disability.

b. Look for correlates of the disability.
c. Identify the underlying causes of the reading disability.

Exercise 2

1. As a reader, how do you plan to conduct a reading activity to

those who need remedial instruction?

2. Try to conduct a reading activity ( probably to a family member,

neighborhood, friends, relatives ages 13-18). Write down your

observation.

3. Do you think you could be of help to the one who needs remedial

instruction? How would you do it?

III. Types of Disabilities

Dallman and De Boer define reading retardation as a backwardness in reading

that can be corrected by special instruction. A child is retarded if he reads

well below grade level but has the capacity to perform at a higher level.

Capacity for learning to read is measured by intelligence tests. Three types of

retarded readers are:

1. One who is not reading as well as he can but is able to improve his

performance under the guidance of the regular classroom teacher.

2. One who has difficulties which are serious enough to require the

assistance of a remedial teacher, usually in a special reading class.

3. One who fails to make progress in reading, in spite of persistent efforts

by the school to help him and who needs the attention of specialists

who are skilled in investigating causes that interfere with the progress

of reading.

According to Harris, the term retarded reader refers to any individual whose

development of reading skills is below the normal performance for his age or
 grade. It includes all pupils whose reading is poor, those whose limited

reading skill is just one aspect of generally slow mental development, and

those with the potential capacity to do better. The retarded reader whose

achievement in reading is significantly below the normal expectancy for his

ability is said to be a case of reading disability.

Bond and Tinker say that children with complex disabilities are disabled

readers whose problems are more subtle and complicated. They are usually

bright, capable youngsters who demonstrate antagonism toward reading and

who feel embarrassed about their inability to read. Most often, they exhibit a

lack of persistence and tendency to retreat from school, hence becoming

delinquent.

A child with a complex disability is often found to have anxiety, fear and worry
about reading. He feels insecure and defeated. He needs clinical diagnosis
and guidance from a team of specialists who would be able to appraise his
needs accurately and thoroughly.

• Reading specialists agree on the definition of the following terms:

1. Reading deficiency - a mild to severe retardation in learning to read

which is disparate with the individual’s general intelligence and with his
cultural, linguistic, and educational experience.

2. Reading retardation - originally used to designate the condition of all

children whose reading was significantly below age and grade norm,
regardless of the children’s potential or intelligence.
 3. Reading disability – refers to retarded readers whose mental ability
should enable them to read considerably better than they do. This is
synonymous with reading deficiency.

4. Underachiever in reading – restricted to those whose reading

performance is not below age and grade standards but who are judged to be
functioning significantly below their own potential level in reading. It is used
broadly to designate the slow learner, the disabled reader, the bright
underachiever, the reluctant reader, and the culturally or socially deprived
pupil.

5. Dyslexia - defective reading which may represent loss of

competency following brain injury or degeneration or a developmental failure
to profit from reading instruction. It is often classified as developmental to
(general failure in learning) or as specific (in contrast to general learning
failure). It denotes a severe reading disability to an individual who is free
from mental defects, serious primary neurotic traits, and all gross neurological
defects. This is of constitutional and not of environmental origin. It is often
genetically determined. It is a term often used by medical specialists to define
a subgroup within the group referred by the term reading disability.

6. Primary reading retardation – refers to sense impairment of

capacity to learn. Although there is no brain damage, this is based on a
constitutional pattern of disturbed neurological organization.

7. Secondary reading retardation- refers to a reading disability for

which the causation is mainly environmental or external. Rabinovich proposes
a third category “brain injury with reading retardation.”

8. Retarded reader - one whose reading achievement is less than

that expected of his peer group. To be retarded means to be behind or to be
delayed in arriving. A retarded reader is one who is behind in the normal or
expected patter of achievement. This includes all individuals who have
achieved less than normal.
 Exercise 3

Look for a child/pupil/student or anybody whom you

suspect might have a reading difficulty. Give him/her a passage in English to
read. Determine if he/she may fall under any of the different types of reading
disability. Record the following:

a. Name

b. Grade/year/educational level

c. Title of story read

d. Source of story (reference)

e. Classification/ type of reading disability

IV. Characteristics of Poor Readers

1. Slow Learner

• ability level with an IQ below 90

• seldom reads on ability level
• generally reads below grade level
• instruction needs to be adapted to his limited ability
• the pace of instruction and teacher expectations must be
 realistic

2. Reluctant Reader

• can read but will not

• the root of the reading difficulties is the mental attitude of the
pupil
• solution to the reading problem begins with a change of attitude

3. Disadvantaged Reader

• potential often far exceeds performance

• generally can learn and wants to learn
• lacks adequate oral language because of inadequate experience
• does not look upon reading as life-related
• often feels alienated from the large social structure
• often is deficient in auditory attention
• needs to learn how to learn

4. Retarded Reader

• is usually of average or above average intelligence, although a

retarded reader could also be a slow learner
• does not read on ability level
• may or may not be reading below grade level
• may show blocks to learning especially emotional or neurological,
which keep him from learning to read
5. Levels of retardation

a. General/simple retardation

• a generally low level of reading ability as compared with

mental age
• child lacks overall maturity in reading
• child has a low but relatively uniform reading profile and has
no unfortunate reactions to his poor reading
• can be identified by achievement tests and nonverbal
instruments

Recommendations

-instruction suited to their level of advancement

-a rigorously motivated reading program

-an opportunity to read a lot

-does not have to be referred to the reading clinic for an

individual treatment

b. Specific retardation

• those who are severely limited in one or more areas of

reading but who demonstrate that they have developed
the general basic skills and abilities well enough to be able
to read in other areas.
• Located by the use of reading tests that are more
analytical than those used in general diagnosis
• Remedial work can be given by the classroom teacher
 Recommendation

-remedial training on the skills and abilities where the

child needs further training

c. Limiting disability

• One who has serious deficiencies in basic reading skills

and abilities which impede his entire reading growth
• Has acquired interfering habits or has failed to learn one
or more essential skills

Recommendations

-should be given remedial work in a school reading

center

-any decision must rest on a thorough case-study

diagnosis

d. Complex Disability

• disabled children whose problems are more subtle and

complicated
• always severely retarded in reading
 Recommendations

-needs careful individual clinical attention

-needs clinical diagnosis of his problem by the reading

diagnostician together with the services of other
specialists

V. How are Reading Difficulties Classified?

A. Deficiencies in basic comprehension abilities

1. limited meaning vocabulary

2. inability to read by thought units

3. insufficient sentence sense

4. lack of the sense of paragraph organization

5. failure to appreciate the author’s organization

B. Faulty word identification which includes

1. failure to use context and other meaning clues

2. ineffective visual analysis of words

3. limited knowledge of visual, structural, and phonetic elements

4. lack of ability in auditory blending or visual synthesis

5. over analytical

a. analyzing known words

b. breaking words into too many parts

 c. using letter by letter or spelling attack

6. insufficient sight vocabulary

7. excessive locational errors, initial, middle, or ending errors

C. Inappropriate directional habits

1. orientation confusions with words

2. transpositions among words

3. faulty eye movements

D. Poor oral reading

1. inappropriate eye-voice span

2. lack of phrasing ability

3. poor rate and timing

4. emotionally tense oral reader

E. Limited in special comprehension abilities

1. inability to isolate and retain factual information

2. poor reading to organize

3. ineffective reading to evaluate

4. insufficient ability in reading to interpret

5. limited proficiency in reading to appreciate

F. Deficiencies in basic study skills

1. inability to use aids in locating materials to be read

2. lack of efficiency in using basic reference materials

3. inadequacies in using maps, graphs, tables, and other visual materials

4. limitation in techniques of organizing materials read

G. Deficient in ability to adapt to needs of content fields

1. Inappropriate application of comprehension abilities

2. limited knowledge of specialized vocabulary

3. insufficient concept development

4. poor knowledge of symbols and abbreviations

5. insufficient ability in the use of pictorial and tabular materials

6. difficulties with organization

7. inability to adjust rate to suit the purpose and the difficulty of material

H. Deficiencies in rate of comprehension

1. inability to adjust rate

2. insufficient sight vocabulary

3. insufficient vocabulary knowledge and comprehension

4. ineffectiveness in word recognition

5. being an over-analytic reader

6. insufficient use of context clues

7. lack of phrasing

8. using crutches
9. unnecessary vocalization

10. inappropriate purposes

Exercise 4

Look for an elementary/secondary student in your

neighborhood or in your family and relatives. Give

him/her a paragraph to read from a book/module he/she

is using. Observe how he/she reads. How would you

classify his ability to read? What are his/her deficiencies?

(if there are). Take note of the following:

a. Name

b. Grade/Year level

c. Source of paragraph (story, essay, poem, etc.)

 VI. Causes of Reading Disabilities

A. Research findings show the following general causes of reading disabilities:

1. Physical Deficiencies

• visual deficiencies (classroom symptoms of perceptual and span visual

deficiencies)
• hearing deficiencies
• motor, speech, and glandular deficiencies
• poor general health, malnutrition
• brain damage and congenital word blindness
• lateral dominance

2. Emotional factors

• personal and social adjustment, home environment, and adjustment

attitudes

3. Intellectual factor

• low intelligence

4. Educational causes

• school administrative policies

• lack of reading readiness
• lack of adjustment to individual difference
• method of teaching
• teacher preparation
B. What are the possible causes, symptoms, and remedies?

More specific cases in both elementary and secondary levels are shown

below.

1. Auditory

Defects

A. Congenital

-complete hearing loss

-partial hearing loss

Causes

-Heredity

-Use of drugs

-contagious disease incurred by the mother during

Pregnancy

Remedies
 -give either the whisper test or the watchtick test to

determine extent of hearing loss

-advise pupils with hearing loss to use hearing aids

-let them sit near the source of sound

-have running ears treated

-provide adequate training in auditory discrimination

B. Adventitious deafness

Causes

1. illness

2. overdose of pills

3. accumulation of wax

4. deformed outer ear

t. accidents, falls, boxing of the ear

2. Visual

Defects

A. Frequent headache

1. pain in the back of head and neck

2. pain in forehead and temples

Causes

1. heredity
 2. accidents during childhood

3. improper use of eyes

Remedies

1. Advise them to wear correctly fitted eyeglasses

2. Let pupils sit at proper distance from blackboard or

Chart

B. Blurred or double vision

C. Squinting of the eyes

D. Painful or watery eyes

E. Holding book too far or too near the eyes

F. Red or swollen eyelids

3. Motor Difficulties

Defects

A. Irregular ocular-motor control as shown by:

-unsteady handling of book

-defective way of turning pages

-clumsy, awkward, or uncoordinated movements

Causes

1. malnutrition
 2. mild brain injury

3. lack of opportunity to develop muscle control

B. complains of

-fear

-left-handedness

Remedies

1. Send pupils to a physician, a specialist, a neurologist for

examination, treatment, and correction of malnutrition

2. Help the left-handed pupil by pointing at words from L-R

until this movement is fairly established.

3. Allow pupils to use markers when reading from the book to

form the habit of L-R movement.

4. Give easy materials at the start.

5. Show interest in what pupils say or do to remove

embarrassment and to make them feel at ease.

6. Praise them for the slightest evidence of improvement.

4. Speech Difficulties

Defects

1. Stuttering

2. Stammering
 3. Lisping

4. Faulty pronunciation

5. Change in accent, rhythm, and melody

Causes

1. Heredity

2. sudden shift of handedness

3. injury at birth or during childhood

Remedies

1. Provide plenty of eye training exercises.

2. Give adequate practice in auditory discrimination

3. Send child to speech clinic for correction.

4. Allow left-handed ones to continue using the left hand if

shift is not favorable.

5. Reversals

Defects

A. Static Configuration

1. Reversal of confusing letters as

b for d as big for dig

p for q as pueen for queen

n for u as horse for house

 m for w as min for win

Causes

1. immaturity

2. poor eyesight

3. poor word recognition

4. poor sense of direction

Remedies

1. Have visual defect corrected.

2. Develop reading directions by:

-emphasizing reading from L- R

-Paying attention first to the beginning of words before

going to other parts

-Giving sufficient training and drill on initial consonants

-Tracing or writing words while pupils read them slowly

-Using markers as guide in reading along the line

-Making the initial letter of a word green and the last

letter red to signify “start” and “stop”.

Defects

B. Kinetic reversal where sequence of letter in word re confused, as:

law for wall was for saw left for felt

C. Transporting reversal such as reading “a little good boy’ instead of

 ‘a good little boy’

6. Additions

Defects

A. Adds any

1. Articles, as of the farm for of farm

2. Prepositions, as into for to school

3. Syllables, as telling for tell

4. Words, as my little feet for my feet

Causes

1. Carelessness

2. Poor vision

3. Emotional instability

4. Poor comprehension

5. Lack of concentration

6. Wide and rich imagination

Remedies

1. Guide pupils and advise them to read carefully.

 2. Have their eyes examined to correct visual difficulties.

3. Assign seat at appropriate distance from the blackboard.

4. Build confidence by:

-showing warmth and liking for pupils

-encouraging them to do the activities

-providing help when need arises

-giving them enough time to do the activities

-minimizing underlying causes of nervousness or

Excitement

5. Give word-discrimination exercises in the form of:

-drills with final endings

-drills in which words are paired with inverted sound

-specific work on:

-syllabication

-grouping together words having the same affixes

7. Repetitions

Defects

A. Reads and rereads syllables, words, or phrases

B. Makes frequent regressions

C. Reads word for word in a halting manner

Causes

1. Lack of skills in word recognition technique

 2. Material is too difficult

3. Inadequate sight vocabulary

Remedies

1. Improve word recognition techniques by using picture,

action, context, and configuration clues

2. Give plenty of exercises in phonetic and structural

analysis.

3. Provide training to increase perception span using

materials of gradual difficulty.

4. Train pupils in reading by phrases or thought units. Use

cards to divide sentences.

5. Enlarge sight vocabulary with the use of word and phrase

games.

6. Let pupils practice before having oral or dramatic oral

reading.

8. Omissions

Defects

A. Omits important words and portions of words.

B. Fails to note crucial punctuation marks

Causes

1. Carelessness
 2. Lack of concentration

3. Rapid reading without understanding

4. Desire to catch up with the eyes when pupils vocalize

5. Emotional

Remedies

1. Use easier reading materials within their instructional level

2. Advise them to read carefully with appropriate speed

depending the type of material

3. Require them to reread passages when omissions were

done

4. Use more visual aids

5. Give frequent exercises in oral reading with proper

Expression

6. Praise pupils even for slight improvement. Give them

assurance that they are doing fine.

9. Substitution

Defects

A. Reads another word instead of the one in the book or printed

material

B. Says another syllable or letter instead of what is written down

 Causes

1. Poor word recognition

2. Ignorance of rules

3. Carelessness or use of sloppy habits

Remedies

1. Unlock new words before oral reading

2. Review phonics particularly the initial sounds

a. Use key words in teaching with one initial sound like

vase, vine.

b. Use pictures of objects showing minimal parts like:

pin pen

pan fan

hat hut

c. Use flash cards, games of words showing form and

meaning

3. Stress word parts that pupils failed to recognize or analyze.

4. Read slowly and carefully until the tendency is overcome.

10. Refusals

Defects

A. Doesn’t want to try to read a word or phrase

 B. Stops reading and gives signs showing that he needs

prompting

C. Skips the word without noticing the omission

Causes

1. Lack of motivation

2. Lack of self-confidence or a feeling of insecurity

3. Fear of reading

4. Inadequate word recognition skills

5. Habits of giving up quickly

Remedies

1. Begin by using easier reading materials.

2. Praise children for successful efforts done and give

encouragement with general prodding.

3. Avoid scolding, nagging, or punishment.

4. Provide a strong motivation by stressing the values of

reading rather than demanding skill.

5. Teach various methods of attacking words.

7. Shorten the recitation period, then gradually increase

the length as interest and attention are gained.

11. Faulty Vowels and Consonants

Defects

A. Can’t pronounce vowel sounds correctly

B. Confused consonant sounds such as:

/s/ for /z/ /sh/ for /s/ of /ch/

/l/ for /r/ /v/ for /w/

C. Confuses letter forms such as:

b for d p for q

n for m or u t for f

Causes

1. Poor word recognition

2. Faulty word analysis

3. Lack of proper sound discrimination

4. Lack of auditory discrimination (poor hearing sense)

5. Poor memory span

6. Immature speech development

7. Emotional distress

8. Faulty eye coordination

9. Speech defects

10. Lack of well-directed incentive to improve

Remedies

1. Provide guidance in many different most significant

features of printed words.

 2.Display the word in as many forms as needed

3. Avoid introducing too many words in a single lesson

4. Help pupils to utilize a variety of clues, pictures,

context, phonetic, word analysis with words previously

encountered.

5. Guide them to see and use word parts which are most

helpful in word recognition

6. Encourage them to use different analyses of words

instead of referring to the same ones.

7. Carry on word comparison and word drills.

8. Conduct flash card drills of words confused in meaning

9. Make completion or multiple choice sentences using

often confused words

10. Give more training in auditory discrimination prior to

phonetic instruction

11. Use visual aids to make drills meaningful.

12. Set up reading exercises which focus the pupils’ mind

word meanings.

12. Slow Rate of Reading

Defects

A. Reads word by word

B. Uses lips in silent reading

C. Points to words with fingers

Causes

1. Limited reading vocabulary

2. Inability to read in thought units or phrases

3. visual defects

4. Weak in the techniques of getting the thought from

connected materials

5. Narrow span of recognition

Remedies

1. Increase sight reading vocabulary by using a

combination of techniques

2. Give clear instructions as to how to read effectively

3. Increase familiarity with words through meaningful

exercises and use of visual aids in developing

understanding

4. Read to answer a question on inference

5. Enrich high interesting materials

6. Enrich sight vocabulary by means of short exposure

exercises combined with practice in rapid reading

7. Minimize or totally eradicate vocalization in oral

 Reading

8. Encourage oral reading of familiar stories or topics

9. Use choral reading to develop sense of phrasing

10. Give easy, interesting materials within limited time

and checkup at once.

11. Provide incentives for increasing speed by using

individual graphs, class charts, etc.

12. Provide practice on more rapid reading after

difficulties are overcome or minimized.

13. Word –by-Word Reading

Defects

1. Dead-level utterances of one word or another without

grouping words that are closely associated

2. Uniform spacing of words without regard for meaning or in

violation of it

3. Long pauses between certain words.

Causes

1. Meager sight vocabulary

2. Material too difficult

 3. Poor training

4. Overlooks punctuation marks

5. Lack of comprehension

Remedies

1. Give adequate training in word analysis.

2. Give easier and interesting materials

3. Provide experience in choral reading and in dramatic oral

reading.

4. Read orally varied materials so as to develop different kinds of

skills and to increase the span of recognition.

5. Use combination of techniques to improve comprehension.

6. Let pupils read conversational parts in books in which they

must express emotion and carry the feeling and personality of

the character with their voices.

7. Provide plenty of opportunities to read orally.

The remedial reading program takes into consideration a variety of

factors and recognizes that:

1. A reading difficulty has multiple causes.

2. Some reading deficiencies are the result of other reading difficulties.

3. Students with reading difficulties are not necessarily those with low

IQ.

4. Instructional materials must be adequate and appropriate to the

 reader’s developmental stage

5. Methods used to remedy the weaknesses are suited to the learner’s

needs.

Exercise 4

From your findings of the pupil’s performance in Exercise 3,

suggest some remedies which could be done to correct his/her

reading deficiency. Don’t forget the personal information about

the child, like: name, grade and age.

VII. The Remedial Reading Program

The purpose of remedial reading instruction is to overcome

weaknesses discovered in any aspect of the reading process. It is given to

seriously disabled readers who operate on levels two or more years below their
capabilities. Pupils who are retarded in reading are usually the educationally
disadvantaged – those who come to school far less ready for normal
performance because of conditions in their environment. This group includes
children suffering from malnutrition, disease, and inadequacies in the basic
needs of food, clothing, and shelter. Children with broken homes, with
unstable family ties, with parents who are indifferent to educational goals, or
with limited innate abilities coupled with lack of interest and ambition form the
major bulk of remedial cases.

Reading specialists believe that many pupils become poor readers

when they have acquired poor habits and negative attitudes. If this is so, then
many deficiencies of the so-called remedial cases can be prevented. There is
every reason for pupils who have normal intelligence, good eye sight, and
physical well-being to be good readers instead of retarded ones.

• Who are involved in the program?

The remedial reading teacher gets her pupils from the homeroom teachers.
Because of the number of reading cases she may have to care for, she might
start getting from the lower sections in grades four to six. A few days after
the school opens, the remedial reading teacher , with the permission of the
principal, requests the homeroom teachers to observe carefully and record
the reading performance of their pupils both in oral and in silent reading and
to recommend those who will have to attend the special reading class. Forms
for these purposes prepared these purposes prepared by the remedial
reading teacher are given to them to be properly filled out.

The retarded readers and the reading disability cases (underachievers) are
then given a battery of tests in reading (oral and written) by the remedial
reading teacher in the special reading class and grouped according to needs.
The very serious cases come at the earliest period, those that have better
word recognition skills come next, and those with still better performance
than the two groups, but still far below their grade level and with very poor
comprehension skills come at the last period. This arrangement is followed
if the sessions last an hour each. The teacher may have only two groups if
she meets an hour and a half daily.

The principal and the remedial reading teacher work very closely to achieve
the purposes of the remedial reading program. They work side by side, for
instance, in such activities as choosing the room best suited for the special
reading class, the preparation of materials and devices, meeting with parents
and teachers, and in observation of cases and inter-visitation of teachers.

The remedial reading teacher works with the guidance counselor also.
Sometimes the child’s inability to read leads him to become socially
maladjusted. This is whens the latter’s help is sought. Many times the child
with a problem is recommended to the guidance counselor first. If found to
have reading difficulties, the child is asked to attend the special reading class.

Letters are sent to the parents to notify them of their child’s need. They are
also requested to see to it that the child comes at the appointed time and
room punctually and regularly. A special meeting with the parents may be
called by the remedial reading teacher. Thus, the teacher can discuss with
them her plans for helping the child throughout the year. In turn, the parents
can get acquainted with the teacher and have a good view of the room. Much
can be gained from some meetings in terms of developing trust and
confidence between parties for the welfare of the child. While she extends
invitations to parents to come and observe the class, the teacher, on the
other hand, may visit the child’s home to pave the way for a deeper
understanding of the child, the possible cause of his reading disabilities, and
frequent absences from class.
 The remedial reading teacher confers with the homeroom teachers of the
reading cases as often as is needed. There is a need for such frequent
conferences to discuss progress or plateaus of the children involved. Pas t
homeroom teachers can also shed light on the solution of problems. To
develop among the other teachers an understanding a appreciation for this
special service, the wise principal will see to it that the agenda for the
monthly faculty meeting includes a report or discussion of the remedial
reading teacher of trends in reading.

In addition, the supervisor in Language Arts works closely with the remedial
reading teacher. She guides the latter in her work, supplies her with reading
materials for individual pupil’s growth and suggests ways of improving
currently used methods and techniques.

Exercise 5

Write the functions of the following people involved

In the Reading Program:

1. Reading Teacher or Class Adviser

2. Remedial Reading Teacher

3. Principal

4. Supervisor

5. Guidance Counselor

6. Parents
 VIII. Principles and Techniques of Remediation

A general view of sound remedial reading instruction shows how the

program should proceed and cites the principles involved in the procedures.
Specific case of deficiencies and their respective remedies then follow:

How Why

1. Begin by diagnosing the Diagnosis and evaluation

Learners’ needs through the should precede instruction.

use of:

a. informal reading tests

(silent and oral)

b. standardized reading tests

(silent and oral)

 c. observations (overt behavior

reading performance, eye

movements, etc.)

d. interviews

e. questionnaire

2. Motivate pupils by making Success is assured.

The goals clear and attainable.

Stress concept building and

Provide a purpose for each

Particular reading lesson.

3. Introduce reading skills in the Learning is more meaningful

order of difficulty. Prepare the when one moves from the

children for the reading active easy to the difficult or from

ties and exercises. For example the known to the unknown.

Skill in alphabetizing should be

taught before dictionary work

is begun.

4. Provide instruction at the level Instruction that is too much

The pupils can profit. Do it by and too fast can overwhelm.

proper pacing and by using Too little of it and too slowly

appropriate materials. Teach can enervate. Presenting more

 one skill at a time to the point materials than the pupils can

of mastery. Do it thoroughly manage inhibits learning.

5. Teach pupils how to follow Guided learning means that

directions, note details, draw careful instruction is followed

conclusions, outline, or by plenty of meaningful

summarize before asking them practice.

to do it. Don’t require them

to practice the skill unless

they know enough about it to

realize success.

6. Provide children with Application of reading skills

opportunities to practice to a variety of materials and

reading skills under different situations occurs when

conditions. Let them put learning has been meaningful

their learning to use.

For instance, skill in Opportunities to generalize

alphabetizing can be applied promote learning for

to the use of the index, transfer

dictionary, encyclopedia, etc.

7. Be careful and understanding Retarded readers need the best

 firm but not critical. Learning atmosphere.

8. Pupils should be grouped on Remedial instruction should

the basis of instructional be systematic and well-

levels and common weaknesses organized.

Classes should meet regularly.

Sessions may run for an hour

to an hour and a half.

9. Use interesting and attractive Interest is a fast stimulant

materials appropriate for the for growth. Without interest

pupil’s age level. Length of learning hardly progresses.

Stories, relative simplicity of

sentences, natural repetitions,

liveliness and movement within

stories appeal to children.

10. Provide educational games for Play instinct is inherent in

Meaningful practice every child. Fun in learning

makes it highly satisfying.

• Basic Principles of Remedial Instruction

 1. Treatment must be based on an understanding of the child’s instructional

needs.

2. Remedial programs must be highly individualized.

3. Remedial instruction must be organized instruction.

4. The reading processes must be made meaningful to the learner.

5. Consideration of the child’s principal worth is necessary.

6. The reading program must be encouraging to the child.

7. Materials and exercises must be suitable to the child’s reading ability and

instructional needs.

8. Sound teaching procedures must be employed.

9. A carefully designed follow-up program is necessary.

• What is the Role of the Reading Teacher?

The elementary and secondary reading teachers’ role is to increase the

reading skills of students. Classes should be offered for students who have
acquired several reading skills as well as for those who have few reading
skills. Many authorities including Balow, Bond and Tinker and Herman
believe that unless reading skills that are taught in the lower grades are
reinforced in the intermediate and high school, reading skills of the weak
reader will not increase and may deteriorate. The reading teacher should –

1. diagnose each student’s reading skills to ascertain the grade level of the

material that the student can read.

2. diagnose each student’s reading skills to determine from a total list of

 skills, which specific ones have been mastered.

3. be aware of the reading demands and teaching strategies of the content

area so that these skills can be highlighted and reinforced.

4. provide instruction in these skills at the appropriate level of difficulty.

IX. Material Preparation for Remedial Instruction

There is a dearth of materials needed for specific reading problem. In this

case, the teacher should be able to produce appropriate materials which to his
knowledge would be beneficial to a reading deficient pupil. The material should be
suited to the pupil’s ability, grade level, interest, and cultural background. This
space cannot provide all the materials needed by the teacher. However, there will
only be sample materials the teacher can model from or can improve on them.

A. Consonants

/ch/ as in chin

The Little Train

The little train is on its way

Choo, choo, choo, choo, choo

Little children keep away

 Choo, choo, choo, choo, choo.

B. Vowels

/e/ as in hen

Jenny Hen

Little Jenney Hen

Was sitting on a nest

First she laid an egg

And then she went to rest.

C. Word attack skills

1. Fill the blanks with the correct word found below:

ball story chair kite smells book

a. The boy was sitting on the ch_____.

b. He was reading a b_____.

c. The sampaguita s_______ sweet.

 d. Grandfather told us an interesting st_____.

e. He is flying a k______.

2. Make new words by substituting vowels in each column.

a. stop b. cat c. feet

p__t s___d gr___t

b__x p___t sh___p

n__t m___t s____n

m___p p____n t____th

3. Examples of effects of silent e

ate late give

cake have come

bake slide bite

take write kite

4. Adding -ing to each new word.

reading look____ stand____

eat ____ keep____ wash____

sleep____ cry_____ go____

 drink____ jump____ buy____

D. Comprehension Skills

Understanding a Poem

When I can’t go outdoors to play,

My scissors pass the time away,

My scissors cut out what I wish

A crocodile, an owl, a fish.

I like to cut out little zoos

With zebras, monkeys, kangaroos,

I have a sheep, a horse, a calf,

An ostrich, and a giraffe.

1. What is the best title of the poem?

a. Drawing c. Molding

b. Painting d. Cutting

2. Does the poem say he cuts out little boys?

a. No c. Sure
 b. Maybe d. Yes

3. What cutouts did he make?

a. children c. buildings

b. animals d. flowers

4. This poem is told by

a. a little boy c. a dressmaker

b. an old man d. a barber

Exercise 6

Prepare non-graded materials developing the following:

A. Consonants:

/f/ as in fan

/p/ as in pat

/v/ as in voice

B. Vowels: /ae/ as in man

/iy/ as in feel

/I/ as in win
C. Comprehension:

1. arranging events in sequence

2. getting main idea of a selection

3. determining emotional reaction in a story

4. alphabetizing (same first two letters of 5 words:

Example: run rum rub rung running

5. answering who, what, when, where, why, how questions