II.

Remedial Instruction in READING

A. Correcting Perceptual and Decoding Deficits in Word Recognition
We can identify the student who has insufficient competence in the visual analysis of words in two ways. First, the
student, when pronouncing words verbally, selects inappropriate elements to sound out and often he/she tries again
and again to use the same analysis even when it does not work. The second way can be done when the teacher shows
him/her the word covering up parts of it, if the student is able to recognize it, then at least one of his/her problems in
word recognition is faulty visual analysis (Ekwall & Shanker, 1988).

B. Definition of Terms
1. Alphabetic Knowledge: understanding that letters represent sound so that words may be read by saying the
sounds represented by the letters, and words may be spelled by writing the letters that represent the sounds in a
word.
2. Sight-Word Knowledge: all words any one reader can recognize instantly (with automaticity) not necessarily with
meaning.
3. Basic Sight Words: a designated list of words, usually of high utility.
4. Knowledge on Sound-Symbol Correspondence: (a.k.a. graphophonic knowledge) the readers’ ability to use
phonics, phonemic, and structural analysis knowledge.

C. Correcting Sight-Word Knowledge Deficit

1. Write a sentence on the chalkboard with the new word used in context. Underline the word.
2. Let students read the sentence and attempt to say the new word using context clues along with other word-attack
skills. If you are introducing a new story, it is especially important that you do not tell them each new word in
advance, as this deprives them of the opportunity to apply word-attack skills themselves.
3. Discuss the meaning of the word or how it is used in talking and writing. Try to tie to something in their experience.
If possible, illustrate the word with a picture or a concrete object.
4. Write the word as students watch. Ask them to look for certain configuration clues such as double letters, extenders,
and descenders. Also ask them to look for any well-known phonograms or word families, e.g. ill, ant, ake, but do
not call attention to little words in longer words.
5. Ask students to write the word themselves and to be sure have them say the word while they write it.
6. Have students make up and write sentences in which the word is used in context. Have them read these sentences
to each other and discuss them.

D. Correcting Basic Sight Vocabulary Deficit

1. Have the students trace the word; write it on paper, or use chalk or magic slates.
2. Have the students repeat the word each time it is written.
3. Have the students write the word without looking at the flash card; then compare the two.
4. Create “study buddies.” Match learners in the classroom with fellow students who have mastered the words. Take
time to teach the “tutors” how to reinforce new words. Provide a big reward to both tutor and learner once the learner
has attained the goal.
5. Provide reinforcement games for students to use on their own or with their study buddies. Games may be open-
ended game boards or developed by levels according to the sublists.
6. Provide charts, graphs, and other devices for students to display their progress. These serve as excellent
motivators, especially since students are competing with themselves rather than each other.
7. Use your imagination. Have students dramatize phrases, build a sight-word “cave,” practice words while lining up,
read sight-word “plays,” etc.

E. Correcting Knowledge on Sound-Symbol Correspondence

Vowel Rules or Principles and Accent Generalizations
1. In words containing a single vowel letter at the end of the word, the vowel letter usually
has the long vowel sound. (Note that this rule refers to words and not just syllables.)
There is a similar rule for single word letters at the end of syllables
2. In syllables containing a single vowel letter at the end of the syllable, the vowel letter may have either the long or
short vowel sound. Try the long sound first. (Note that this has the same effect as rule 1.)
3. A single vowel in a syllable usually has the short vowel sound if it is not the last letter or is not followed by r, w, or l.
When explaining this to students it is often helpful to indicate that a single vowel in a closed syllable is usually short.
Students should be taught that a closed syllable is one in which there is a consonant on the right-hand side. They
will also need to know, as indicated above, the r, w, and l control rules.
4. Vowels followed by r usually have a sound that is neither long nor short
5. A y at the beginning of a word has the “y” consonant sound; y at the end of a single-syllable word, when preceded
by a consonant, usually has the long I sound; and y at the end of a multisyllable word, when preceded by a
consonant, usually has the long e sound. (Some people hear it as short i.)
6. In words ending with vowel-consonant-silent e the e is silent and the first vowel may be either long or short. Try the
long sound first. In teaching this rule, stress that the student should be flexible; i.e. try the short vowel sound if the
long one does not form a word in his or her speaking-listening vocabulary. It has been demonstrated that students
who are taught to be flexible in attacking words when applying rules such as this become more adept at using word-
attack skills than those who are not taught this flexibility.
7. When aj, ay, ea, ee, and oa are found together, the first vowel is usually long and the second is usually silent.
8. The vowel pair ow may have either the sound heard in cow or the sound heard in crow.
9. When au, aw, ou, oi, and oy are found together, they usually blend to form a diphthong.
10. The oo sound is either long as in moon or short as in book.
11. If a is the only vowel in a syllable and is followed by l or w, then the a is usually neither long nor short.
NOTE: Accent has less importance for a corrective reader than the vowel rules. This is true partially because a student who
properly attacks a new word in his or her speaking-listening vocabulary but not sight vocabulary is likely to get the right
accent without any knowledge of accent generalizations.
 Also, teach students the use of affixes so they will have better understanding of contractions, inflectional and
derivational endings for change tense, number form and function. These will lead to students’ sufficient use of structural
analysis strategy.
Syllabication Principles
1. When two consonants stand between two vowels, the word is usually divided between the consonants, e.g., dag-
ger and cir-cus. In some of the newer materials, materials are divided after the double consonant, e.g., dagg-er. It
should be remembered that in reading we are usually teaching syllabication as a means of word attack. Therefore,
we should also accept a division after double consonants as correct even though the dictionary would not show it
that way.
2. When one consonant stands between two vowels, try dividing first so that the consonant goes with the second
vowels, e,g., pa-per and motor, Students should be taught that flexibility is required in using this rule; if this does
not give a word in the student’s speaking-listening vocabulary, then the student should divide it so that the
consonant goes with the first vowel, as in riv-er and lev-er.
3. When a word ends in a consonant and le, the consonant usually begins the last syllable, e.g., ta-ble and hum-ble.
4. Compound words are usually divided between word parts and between syllables in this parts, e.g., hen-house and
po-lice-man.
5. Prefixes and suffixes usually form separate syllables.

F. Remediation through Phonemic Awareness

The following are Critical Phonemic Awareness skills students should learn
1. Sound Isolation. Example: The first sound in sun is /ssss/.
Example Instruction: In sound isolation use conspicuous strategies.
a. Show students how to do all the steps in the task before asking children to do the task.
Example: (Put down 2 pictures that begin with different sounds and say the names of the pictures.) "My turn to
say the first sound in man, /mmm/. Mmman begins with /mmm/. Everyone, say the first sound in man, /mmm/."
Non-example: "Who can tell me the first sounds in these pictures?"
b. Use consistent and brief wording.
Example: "The first sound in Mmman is /mmm/. Everyone say the first sound in man, /mmm/."
Non-example: "Man starts with the same sound as the first sounds in mountain, mop, and Miranda. Does
anyone know other words that begin with the same sound as man?"
c. Correct errors by telling the answer and asking students to repeat the correct answer. Example: "The first
sound in Man is /mmm/. Say the first sound in mmman with me, /mmm/. /Mmmm/."
Non-example: Asking the question again or asking more questions. "Look at the picture again. What is the first
sound?"

2. Blending (Example: /sss/ - / uuu/ - /nnn/ is sun). In blending instruction, use scaffold task difficulty.
a. When students are first learning to blend, use examples with continuous sounds, because the sounds can be
stretched and held.
Example: "Listen, my lion puppet likes to talk in a broken way. When he says /mmm/ - /ooo/ - /mmm/ he means
mom."
Non-example: "Listen, my lion puppet likes to talk in a broken way. When he says /b/ - /e/ - /d/ he means bed."
b. When students are first learning the task, use short words in teaching and practice examples. Use pictures
when possible.
Example: Put down 3 pictures of CVC words and say: "My lion puppet wants one of these pictures. Listen to
hear which picture he wants, /sss/ - /uuu/ - /nnn/. Which picture?"
Non-example: ".../p/ - /e/ - /n/ - /c/ - /i/ - /l/. Which picture?" (This is a more advanced model that should be
used later.)
c. When students are first learning the task, use materials that reduce memory load and to represent sounds.
Example: Use pictures to help them remember the words and to focus their attention. Use a 3-square strip or
blocks to represent sounds in a word.
Non-example: Provide only verbal activities.
d. As students become successful during initial learning, remove scaffolds by using progressively more difficult
examples. As students become successful with more difficult examples, use fewer scaffolds, such as pictures.
Example: Move from syllable or onset-rime blending to blending with all sounds in a word (phoneme blending).
Remove scaffolds, such as pictures. "Listen, /s/ - /t/ - /o/ - /p/. Which picture?" "Listen, /s/ - /t/ - /o/ - /p/. What
word?"
Non-example: Provide instruction and practice at only the easiest levels with all the scaffolds.

3. Segmenting (Example: The sounds in sun are /sss/ - /uuu/ - /nnn/) In phoneme segmentation instruction, strategically integrate
familiar and new information.
a. Recycle instructional and practice examples used for blending. Blending and segmenting are sides of the same coin. The
only difference is whether students hear or produce a segmented word. Note: A segmenting response is more difficult for
children to reproduce than a blending response.
Example: "Listen, my lion puppet likes to say the sounds in words. The sounds in mom are /mmm/ - /ooo/ - /mmm/. Say
the sounds in mom with us. "
b. Concurrently teach letter-sound correspondences for the sounds students will be segmenting in words.
Example: Letter sound /s/ and words sun and sit. Put down letter cards for familiar letter-sounds. Then, have them place
pictures by the letter that begins with the same sound as the picture.
Non-example: Use letter-sounds that have not been taught when teaching first sound in pictures for phoneme isolation
activities.
c. Make the connections between sounds in words and sounds of letters.
Example: After students can segment the first sound, have them use letter tiles to represent the sounds.
Non-example: Letters in mastered phonologic activities are not used. Explicit connections between alphabetic and
phonologic activities are not made.
d. Use phonologic skills to teach more advanced reading skills, such as blending letter-sounds to read words.
Example: (Give children a 3-square strip and the letter tiles for s, u, n.) Have them do familiar tasks and blending to teach
stretched blending with letters. m
Directions: Choose and underline the best answer.
1. Mrs. Zamora stays thirty minutes daily after class and teaching slow readers how to read. What is the practice called?
a. make-up b. enrichment activity c. remedial instruction d. developmental reading
2. Mr. Jose, a reading teacher sees positive effects in the use of various sections of the newspaper. In what way does the use of the
newspaper affect the students?
a. Provides for meeting pupils different interests c. contributes to pupils understanding
b. Strengthens learning skills d. reinforces learning experience
3. If Mrs. Santos wants to teach his pupils the skill to organize and integrate concepts, the most appropriate technique is?
a. brainstorming b. role playing c. semantic webbing d. games
4. Miss Salas provided reading materials of varying levels of difficulty to the three groups of learners. Which principles is implemented
by her action?
a. focus on individual need to achieve c. focus student attention
b. help each student attain goals d. provides informative feedback
5. The process of thinking about one’s thinking to develop critical thinking is known as
a. metacognition b. hypothesis c. reflection d. meditation
6. Mistakes in pronunciation are immediately corrected in the Audio-Lingual method because:
a. So that behavior doesn’t become habits c. So that learners will practice more
b. To makes learners conscious of their mistakes d. To develop accuracy and fluency
7. Which graphic organizer is used to show how all information imparts of a work of fiction fit together?
a. man idea and details table b. cluster map c. story map d. web
8. Which is the lowest level of comprehension?
a. integration b. critical comprehension c. evaluation d. literal
9. After reading the story “Rapunzel”, the teacher asked this question, “Who cut Rapunzel’s hair?” What level of comprehension does
question fall?
a. literal b. critical comprehension c. evaluation d. integration
10. Miss Luna, a Grade Five teacher, teaches the pupils to find the main idea, sequence events, find details and read critically and
creativity. What skills does Miss Lina teach?
a. study skills b. comprehension skills c. word recognition skills d. utilization skills
11. Mr. Edward wants to develop his pupil’s comprehension skills. What order of skills will he develop?
I. literal II. Interpretation III. Critical evaluation IV. Integration
a. II-III-IV-I b. III-IV-I-II c. I-II-III-IV d. IV-III-II-I
12. Maria Daza asked her pupils to read the story “A New Home for Ruben” After reading the story. She asked them to answer the
following questions:
“What glimpses of rural life did you get from the story? How do you compare them with yours? These questions are
characterized under?
a. literal comprehension b. interpretation c. application d. critical evaluation
13. Vowels are characterized by _______________?
a. Freely flowing air through the nasal cavity c. Friction that is present in the vocal tract
b. The little obstruction in the vocal tract d. Vibrations of the vocal cords
14. This is the most appropriate “while listening” activity for a text describing a family tree with three generations.
a. Completing a family tree b. Copying family tree c. Writing down names d. Writing the family history
15. Which of the following best describes reading?
a. reading is analytic, intensive, strategic c. reading is getting meaning from the printed page.
b. reading is a subtle and complex process d. reading makes use of semantic cues
16. Most children in the period of rapid growth have mastered the techniques of beginning reading. Generally, these children belong to?
a. first and second grades b. fifth and six grades c. third and fourth grades d. seventh grades
17. Which is considered as the most accurate way determining the level of books which a learner can read?
a. cloze test b. achievement test c. vocabulary d. individual oral reading test
18. If a teacher believes that language is a system of structure composed of sounds, words, and sentences then his syllabus might focus
on _______?
a. Communication tasks b. Building blocks of language c. Function of language d. Form and faction of language
19. Where is the primary stress in the word “characterization”?
a. Second b. Fourth c. Fifth d. First
20. Which of the following is not true?
a. A reading difficulty has multiple causes.
b. Students with reading difficulties are those with low IQ.
c. Some of the reading difficulties are the result of other reading difficulties.
d. Methods used to remedy reading weaknesses should be suited to the learner’s needs.
21. Which shows a minimal pair of /s/ and /z/?
a. Juice-peace b. Trace-craze c. Lacy-lazy d. Seize-sees
22. Which of the following is the common cause of student’ poor reading ability?
a. The teacher’s inability to recognize the pupil’s potential, interest and needs.
b. Having all the pupils read at the same time in spite of differences in age and experience.
c. Inadequate and inappropriate reading materials.
d. Wrong attitude of parents towards reading.
23. Remedial instruction must be started with materials at a very easy level. Which of the following is contrary to this principle?
a. Confidence is developed through a series of successes
b. Introduction of many new words create confusion.
c. Acquisition of more advanced skills must be based on simpler ones.
d. Skills come from much reading of more difficult materials.
24. _______ is a grammar teaching approach where rules are given after the learners have done intensive pattern practice in various
context?
a. Inductive b. Deductive c. Formal d. Functional
25. If a teacher follows the communicative approach, which practices could be seen inside the classroom?
a. Teaching listening-speaking-reading-writing sequentially c. Assess the needs of the target listeners
b. Focus on grammar rules d. Emphasize oral proficiency
26. Skills in verbalizing emotional responses, sensory impressions, tone and mood are classified as?
a. comprehension skills b. vocabulary skills c. literary appreciation skills d. appreciation skills
27. Given the same open ended story to read, the students were asked to provide a conclusion. The variety of interpretation is best
explained by the?
a. student’s readiness to read c. student’s skills in judgment
b. student’s ability to comprehend d. student’s cultural background
28. If a teacher adheres to the humanistic approach, the materials would most likely be_______
a. Provide background music while reading c. Vocabulary words for writing
b. Activities for sharing one’s values and views point with others d. Completing entries in a grid
29. ________ will determine the difference in pronouncing “ice cream” and “I scream”
a. Juncture b. Intonation c. Pitch d. Stress
30. Choral reading is a ________ type of reading?
a. Buddy b. Reading aloud to students c. Shared d. Guided
31. In study-type reading, the learner gives special attention to the relationship between main ideas and supporting details: he is to read?
a. rapidly to locate information c. his capacity level
b. carefully and slowly to extract information d. his instructional level
32. _______ reading takes place when two students read text together
a. Shared b. Independent c. Guided d. Buddy
33. ________ is the system students use in capitalization and punctuation rules?
a. Semantic b. Phonological c. Syntactic d. Pragmatic
34. The success of implementation of new instructional material is dependent on ____________?
a. Form of feedback reports c. Conduct of teaching demonstrated
b. Number of copies printed d. Adequate in-service training for teachers
35. In preparing for instructional materials, materials must match with ___________.
a. Objectives of the lesson c. Learner’s abilities and prior knowledge
b. Learner’s family background d. Type of assessment used
36. The surrounding words familiar to the reader that can be used to get the meaning of a new words are known as?
a. context clues b. analysis clues c. vocabulary d. comprehension
37. Everything is included in the Teacher’s Manual except:
a. Guide for lesson planning c. Detailed rationale of the course
b. Visual overview of the course d. Complete text of stories found in the lesson
38. Students who have low self-concepts may manifest the following EXCEPT one?
a. The students exert more in the reading process.
b. The students’ find it easy to avoid the reading task.
c. The students feel that they are not worthy people unless they are members of a group.
d. The students have the “don’t care attitude.
39. Which of the following is NOT a principle of reading instruction?
a. Methods should be adjusted to the individual needs and abilities.
b. Provide continuous, systematic appraisal.
c. Provide limited and uniformly graded materials.
d. Instructional activities should be sequentially organized.
40. Which of the following is NOT for the readiness stage?
a. picking out rhyming words c. arranging pictures in sequence
b. identifying similarities and differences of objects d. dividing words into parts
41. The content of comprehension passages should NOT be
a. Within the experiences of the pupil. c. Suitable to the child’s maturational level.
b. Adapted to the child’s frustration level. D. Reasonable interesting.
42. The stage at which the child takes initial instructions in learning to read is known as
a. remedial reading b. reading for refinement c. beginning reading d. reading readiness
43. An aid in recognizing words by their shapes is known as
a. configuration clues b. context clues c. structural analysis d. synonyms
44. Instructional materials must be connected with __________.
a. The course b. The curriculum c. The teaching technique d. The level of the students
45. He is known as the Father of Reading?
a. Kenneth Goodman b. William Gray c. Jean Piaget d. Oliver Wendell Holmes
46. Under which phase/s of curriculum development do setting goals and objectives fall?
a. Planning b. Implementation c. Implementation and evaluation d. Planning and implementation
47. Consonant clusters, compound words, syllabication and suffixes are introduced in
a. kindergarten b. primary grades c. intermediate levels d. secondary level
48. The result of interaction between reader resources and text data is known as?
a. perception b. comprehension c. integration d. information
49. ________ is an example of sequencing materials.
a. Whole to parts b. By stages c. Reference materials d. Materials instruction
50. ________ is an instructional material that a student can do without any help from the teacher.
a. Pictograph b. Word paragraph c. Module d. Video tape
51. What is the advantage of using computers in a writing class?
a. Students can easily edit their work c. Students will work quietly
b. Students are easy to supervise d. Students will learn how to type
52. Which is not a teacher’s personality factors that may influence the production of instructional materials?
a. Financial status b. Philosophy in life c. teaching style d. Beliefs and values