Transcript REMEDIAL READING

REMEDIAL READING
Prepared by:
Dr. Arminda G. Casuyon
I. What is remedial reading?
A. Correcting the effects of
originally poor teaching and
poor learning.
B. Teaching for the first time
those skills that were not
taught but which should
have been taught.
II. Types of reading difficulties.
A. Word recognition
1. Word –by-word reading caused by over
dependence on phonics, failure to
recognize sight words instantly, failure to
comprehend, or may be a bad habit.
a. Use reading material on a lower level of
difficulty.
b. Use familiar materials.
c. provide experience in choral reading.
d. Do read aloud interesting selections.
e. Use picture word cards.
2. Incorrect phrasing caused by insufficient word
recognition and insufficient comprehension.
a. Demonstrate proper phrasing by reading to
the class.
b. Give practice on reading common phrases.
c. Use sight phrase cards.
d. Reproduce reading passages and dividing
these into phrases.
e. Provide choral reading with several readers
who phrase properly.
f. Have children read and dramatize
conversation.
g. Have children read orally phrases that
extend only to the end of the liner.
3. Poor pronunciation caused by the
following:
(1) student may be weak in
phonics,
(2) student may be unable to use
his knowledge of phonics,
(3) student may have some hearing
defect,
(4) student may be a careless
reader, and
(5) student may have some speech
defect or accent.
a. Have children make word cards or lists
and build their own file of words that
they habitually mispronounce. Allow
for periodic study of these words.
b. Have students practice in using various
consonant sounds.
c. Teach the child to use the diacritical
marks found in the dictionary.
d. When the pupil mispronounces a word in
oral reading, call attention to the correct
pronunciation with as little fuss as possible.
e. Preceding the pupil’s reading of difficult
material, you may read it aloud.
f. Play games that deal with sounds.
4. Omissions caused by insufficient word
recognition or word analysis skills or a
bad habit of omitting certain words.
a. Call the reader’s attention to
omissions when they occur.
b. Have children choral read or let one
child read a passage.
c. Ask detailed questions that require
thorough reading. Ask about only a
sentence or paragraph at a time.
d. Give help with word middles or
endings.
e. Allows the child to use a paper guide.
5. Repetitions caused by poor word
recognition, poor word analysis, or the
development of bad habit.
a. Call the repetitions to the student’s
attention.
b. Have the students choral read.
c. Have the student pace with her hand and
keep up with this pace as she reads.
d. Provide easier or familiar materials in
which the vocabulary presents no problem.
e. Let the students read the material silently
before they attempt to read orally.
6. Inversions or reversals may
be caused by the students’
failure to develop a left-toright eye movement or a leftto-right reading pattern,
failure to develop a strong
enough visual image for the
word, the student’s
immaturity.
a. Emphasize left-to-right in all reading
activities.
b. Have the pupils trace the troublesome
words with their index fingers while
they sound the words.
c. Use flashcards to give practice on
troublesome words.
d. have the pupils trace the word and
write it from memory.
e. Use a colored letter at the beginning of
words commonly confused.
f. Make the student aware of the importance
of sequence of words commonly
reversed by placing one word over
another. then, lines are drawn from
the first letter of the top word to the
first letter of the bottom word.
7. Insertion is possibly caused by the
student’s oral language development
that may surpass her reading level.
a. Call the student’s attention to the
insertion that she may not be
aware of.
b. Ask questions that require an
exact
answer. These questions
can focus
on the descriptions of
the objects in the story described
by adjectives
that are often
inserted.
c. Have students choral read.
d. Have the student read along with
a passage that has been taperecorded.
8. Substitutions are caused by
carelessness in reading or
inadequacy in word recognition
skills.
a. Make pupils keep a file of flash
cards of words that cause
difficulty.
b. Work on beginning syllables
and/or sounds that cause
difficulty.
c. Use the difficult words in
multiple choice sentences
that is similar to the
following:
John’s father gave him a
(watch, witch, water)
for his birthday.
d. Call attention to the mistake and
correct it when it occurs.
e. Ask questions about the subject
matter that will reflect the
pupil’s mistakes. Have him read
to make corrections.
9. Basic sight words not known
a. Have pupils write troublesome
words on cards. Trace the word
using the index and middle
fingers and sound the word as it
is traced. (Kinesthetic method)
b. Use sight words that cause
difficulty in sentences. Underline
the words.
c. Use pictures to illustrate some
words.
d. Have pupils pantomine the
troublesome words.
e. Use words commonly confused in
multiple - choice situations.
f. have the pupil read the entire
sentence, look at the beginning and
the end of the word, and then try
to pronounce it on the basis of its
context and configuration.
g. Cut letters from sandpaper or velvet
so that the child can “feel” the word
as he pronounces it.
h. Each day pass out a few basic sight
words on cards to students. Each
student in turn goes to the board
and writes his word. The class should
try to say aloud. After it is
pronounced correctly, have them
write it in a notebook.
10. Sight vocabulary not up to grade level
a. Have the pupil read as widely as
possible on her free or low
instructional level.
b. have the pupils start a card file of
new words.
c. Discuss meanings of new words as
you come to them.
d. Build on the pupil’s background of
experience as much as possible.
e. Use picture word cards on which the
unknown word appears under picture
illustrating that word.
11. Lacks knowledge of the alphabet
a. Teach the child the alphabet song.
As the student sings the song, have a
copy of the alphabet and ask the
student to point to each letter as it is
sang.
b. Present a few letter each day and
discuss their characteristic shapes
such as the fact that they are ”x”
height or that they have ascenders or
descenders.
c. Ask students to trace letters in the sand
or salt.
d. Teach one-third of the alphabet at a
time.
12. Unable to use context clues
a. Show the student that it is possible
to derive the meaning of words from
their context. Example: “The careless
boy did his work in a haphazard
manner.”
b. Construct sentences or short
paragraphs in which words that
should be able to be determined are
omitted.
c. Have the student practice reading
up to a word, sounding at least the
first sound, and then reading several
words following the unknown word.
13. Guesses at words
Pupils guess at new words instead of
analyzing the correct pronunciation.
a. While the child is reading orally, the
teacher should call the attention to the
words at which the reader guesses.
At the same time, help should be given in
the systematic analysis of the word. Help
in blending these sounds together.
b. As the pupil reads, circle or
underline the words that she guesses.
Replace these words with blank lines and
have the student reread the material. Ask
her to fill in the correct words from
context.
14. Consonant sounds not known
a. Construct flash cards on which the
consonant is shown along with a picture
illustrating a word that uses the consonant
b. Put consonant letters on cards. As you call
the sounds of letters, have the pupil pick
up the correct card to match the sound of
the letter.
c. Put various letters on the board and have
the children make lists of the words that
begin with these letters
d. Record consonant letters with their sounds
and let the students hear these as many
times as it is necessary.
Games: I’m Thinking of a Word,
Checkers, Any Card Word
Puzzles, Stand-up
(Ex. All those whose names
start like meat, stand.)
15. Vowel sounds not known
(Activities may be like
those for No. 14)
16. Blends, digraphs, or
diphthongs not known
(Activities may be like
those for No. 14)
17. Lacks desirable structural analysis
a. Make lists of the common word
endings and have the children
underline these endings and
pronounce their sounds.
b. Use multiple-choice questions that
require the pupils to put proper
endings on the words.
Ex. The boy was (looked, looks,
looking) in the window
c. Make lists or flash cards of the
common roots, prefixes or suffixes
and use them in forming new word.
d. Make lists of all the words that can be
made from certain roots. Ex. work –
works, working, worked.
e. Make a list of words to which the pupil
adds prefixes or suffixes to give certain
meaning to the word.
f. Teach the pupils syllabication
principles
18 Comprehension inadequate
Comprehension includes the following skills:
Recognize main ideas
Recognize important details
Develop visual images
Predict outcomes
Recognize author’s organization
Do critical reading
a. Teach the student to be aware of mental
images he is forming as he reads
b. Stress the necessity for the student to be
able to recognize the words for which he
does not know the meaning while he reads
c. Teach students to constantly ask who,
what, when, where, and why as they
read.
d. Stress the necessity of the students to
monitor what he reads to see if he
understands the material
e. Use some type of marker for words
that you think students will find
difficult to understand.
f. Tell students to think about the
material they read
19. Vocabulary inadequate
a. Whenever new words come up in
lessons, stop and discuss them in
sufficient detail, so all students develop
a concept of their meaning.
b. Develop picture files for each unit in
the student’s textbook.
c. Place pictures on the bulletin board and
have students try to find as many
words as possible to describe the
pictures.
d. Encourage students to use “vocabulary
cards.”
e. Discuss the use of figurative
language.
f. Encourage students to discuss and
do exercises such as The Reader’s
Digest “It pays to Increase Your
Word Power.”
g. Encourage students to use the
dictionary to derive a word’s
meaning.
h. Teach students to prepare lists of
words that have synonyms and
discuss the words.
20. Lacks desirable study skills
Unaided recall scanty
Response poorly organized
Unable to locate information
Unable to skim
Unable to adjust rate to the
difficulty of the material
High rate at the expense of
accuracy
Low rate of speed
21. Undeveloped dictionary skills
a. Make sure the child knows the
sequence of the letters of the
alphabet.
b. Explain the purpose of the guide
words at the top of the pages in
a dictionary.
c. Teach the use of diacritical
markings.
d. Have the children use the
dictionary to find the proper
meaning for the way in which
certain words are used in
sentences.