Republic of the Philippines

Tarlac State University

COLLEGE OF TEACHER EDUCATION

CENTER OF DEVELOPMENT

Lucinda Campus, Tarlac City

EDUC 13A:
Development
Reading 2
Remediation in Reading

Prepared by:
Caren V. Velasquez
BEEd-4B

Submitted to:
Ms. Princess Diane Mercado

February 14, 2020

I. Introduction

Before I start my topic, let’s take a look back on our previous topic, “Diagnosis in
Reading”. This topic tackled about the principles of diagnosis and some procedures in
diagnosing the pupils’ reading difficulties. The different procedures in diagnosing the
pupils’ reading difficulties are; word-by-word reading, incorrect phrasing, poor
pronunciation and omissions. In word-by-word reading pupil pauses after each word and
does not allow the words to flow as they would in a conversation. In incorrect phrasing the
pupil fails to read in natural phrasing. The pupil fails to breath at the proper place and will
often ignore punctuations, especially commas. In poor pronunciation the pupils fail to
pronounce the word as it should be pronounced. And in omissions the pupil emits words,
phrases or both. Sometimes, only a letter is omitted.

In this topic, I will discuss the process of remediation, the principles of remediation
and the different remedial reading methods.

II. Related Literature

According to Gragen (2007), reading print is not a natural biologic process and is a
complex process, which requires looking at man-made, arbitrary black letters and words,
and matching that written code with our spoken language. To read proficiently one needs
to use the brain s natural system for processing sound. These sound or phonologic
processing pathways are essential to proficient reading. If other processes are used, reading
will require a great deal of effort and remain difficult. Most problems with reading have
nothing to do with intelligence or ability, but rather incorrect processing. Teachers can help
students understand that difficulties in reading are often caused by weaknesses in
phonologic processing and other fundamental skills. Many very intelligent people face
difficulty reading. Problems with reading likely occur because proficient phonologic
processors are not being used. Teachers who work with struggling readers need to
understand that effective remediation directly teaches and develops essential skills to raise
the student to the proficient level. They need to make sure the student understands reading
remediation is not teaching easy words and concepts but rather building necessary skills to
help bring the student up to a proficient level.

Children without good phonemic awareness tend to fall into a downward spiral of
achievement in which an initial lack of success in reading can develop into widespread
cognitive deficits (Ceci, 1991). The sequence begins with large differences in reading
practice. In a study of 1" grade students, Allington (1984) noted the number of words per
week read ranged from 16 in the less skilled group to 1933 in the upper group.
Compounding this problem of differential exposure is the finding that struggling readers
often use reading materials that are too difficult for them (Stanovich, 1986). Slow,
disconnected, error-prone reading of difficult material does not lead to reading fluency or
comprehension. Lack of fluency and poor comprehension frequently leads to decreased
motivation, reading avoidance, academic failure and further disadvantage. Language skills
such as vocabulary knowledge, general knowledge, syntactic skills, and possibly even
memory, rely heavily on reading for their development. For example, Jorm et al. (1984)
reported a performance difference in reading of four months in lSt grade had increased to
nine months in 2nd grade in favor of the phonemically aware group (the groups had been
matched in kindergarten on verbal IQ and sight word reading).

III. Terminologies

Critical- expressing adverse or disapproving comments or judgments.

Digraphs- a combination of two letters representing one sound, as in ph and ey.

Disabilities- a physical or mental condition that limits a person's movements,

senses, or activities.

Leisure- use of free time for enjoyment.

Relapses- of someone suffering from a disease) suffer deterioration after a period

of improvement.

Sympathetic- showing approval of or favor toward an idea or action.

Synonyms- a word or phrase that means exactly or nearly the same as another word
or phrase in the same language, for example shut is a synonym of close.

Tachistoscopes- an instrument used for exposing objects to the eye for a very brief
measured period of time.

IV. Content

Remediation

Remediation or remedial teaching was identified as a general process of re-

teaching. In the developmental program, remedial teaching is directed toward each child’s
specific needs and inadequacies. A general view of a sound remedial reading instruction
shows how the program proceeds. Dacuro enumerates them as follows:

1. Begin by diagnosing the learner’s needs through the use of silent and oral
informal tests, standardized reading tests, observation; interviews, and questionnaires;

2. Motivate pupils by making the goals clear and attainable.

3. Introduce reading skills in the order of difficulty.

4. Provide instruction at the level the pupils can profit from.

 5. Teach pupils how to follow directions, note details, draw conclusions, outline or
summarize before asking them to do it.

6. Provide children with opportunities to practice reading skills under different

conditions.

7. Be tactful and understanding, firm but not critical.

8. Pupils should be grouped on the basis of instructional level and common

weaknesses.

9. Use interesting and attractive materials appropriate for the pupil’s age level.

10. Provide educational games for meaningful practice.

Furthermore, Villamin enumerates the basic principles of remedial instruction. They are
follows:

1. Treatment must be based on an understanding of the instructional needs.

2. Remedial programs must be highly individualized.

3. remedial instruction must be organized instruction.

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

5. Consideration of the child’s principle 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.

Remedial Reading Methods

Some teaching suggestions on how to remedy the reading difficulties and

disabilities are given by Villamin.

1. Developing word meanings

1.1 use of context clues

1.2 wide reading

1.3 synonyms or word substitutes

1.4 classification
 1.5 pointing out similarities/differences

1.6 association

1.7 systematic study of words

1. 8 use of dictionary

2. Sentences comprehension

2.1 flash phrases before the child for recognition

2.2 sentence structures

2.3 pronouns and their reference

2.4 punctuations

2.5 figures of speech, symbolic expressions

3. Paragraph comprehension

3.1 exercises on understanding of the relation between sentences

3.2 exercises on understanding of the relation between paragraphs involved

4. Developing word recognition difficulties

4.1 developing sufficient sight vocabulary

4.1.1 tachistoscopes/reading pacers

4.1.2 blackboard exercises

4.1.3 word games

4.1.4 word bingo

4.1.5 dominoes with words

4.1.6 climbing the ladder

4.1.7 old maids

4.1. 8 spin the wheel

4.2 workbook or teacher-made exercises

4.2.1 initial consonant sounds

4.2.2 initial blend consonants

4.2.3 digraphs

4..2.4 vowel sounds

 4.2.5 hard and soft consonant sounds

4.2.6 common word elements

5. Treating orientation on difficulties

5.1 using the marker or the finger as a crutch

5.2 tracing-sound writing

5.3 typing

5.4 choral reading

5.5 training on the use of initial consonant and consonant substitutions

5.6 alphabetizing and dictionary exercises

6. Overcoming specific reading defects

6.1 have the child read materials in a well-graded basic reader, at the
appropriate level of difficulty for him

6.2 the ability in which the child is limited is stressed

6.3 the reason for reading be well understood by the child before the reading
is done and there should be checks on the accuracy of the reading at the end.

6.4 find exactly the study skill in which the child was ineffective, teach that
skill and give him enough practice to make it become part of his permanent reading
equipment.

7. Improving reading in the content areas. Provide exercises that give adequate
practice on:

7.1 application of proper comprehension abilities

7.2 special vocabulary

7.3 common words with special meanings in a content field

7.4 concepts, symbols, and abbreviations

7.5 use of pictures, graphs, maps, and tables

7.6 differences in organization

8. Improving the rate of comprehension

8.1 work against time with proper materials and adequate motivation:

Reading material should be highly interesting o the pupil

 A daily record results should be kept
Avoid fatigue and boredom
Cheerful and sympathetic teacher guidance
Allow the child to practice with the teacher in organizing the
program

8.2 using machines of various kinds

The purpose for which each exercise is to be read should be clearly

understood.
When improved speed has been acquired in special exercises,
incentives should be provided to motivate a transfer from faster
reading to leisure reading and to school subjects.
After the special instruction for increasing rate of reading is
completed, the teacher must be alert to guard against relapses to the
old slower rates.

V. Activities

We will have an activity, our activity is “word hunt”. I will group the class into 2
groups and each group will be given 2 minutes to find all the words in the puzzle that are
related on our topic.
VI. Evaluation

Enumeration:

1-5. give at least 5 of remedial method by Villamon

6-10. give at least 5 of basic principles of remedial instruction by Villamon

Answer Key

1-5 Developing word meanings

Sentences comprehension

Paragraph comprehension
Developing word recognition difficulties

Treating orientation on difficulties

Overcoming specific reading defects

Improving reading in the content areas.

Improving the rate of comprehension
6-10 Treatment must be based on an understanding of the instructional needs.

Remedial programs must be highly individualized.

remedial instruction must be organized instruction.

The reading process must be made meaningful to the learner.

Consideration of the child’s principle is necessary.

the reading program must be encouraging to the child.

Materials and exercises must be suitable to the child’s reading ability and
instructional needs

Sound teaching procedures must be employed.

A carefully designed follow-up program is necessary.

References

Gagen, M. R. (2007). Explaining an Effective Reading Remediation Program to the

Student. Retrieved from http:// www.righttrackreading.com

Allington, R. L. (1984). Content coverage and contextual reading in reading groups.

Journal of Reading Behaviour, 16, 85-96.

Ceci, S. J. (1991). How much does schooling influence general intelligence and its

cognitive components? A reassessment of the evidence. Developmental

Psychology, 27(5), 703-722.

Jorm, A., Share, D., McLean, R., & Matthews, R. (1984). Phonological recoding and

learning to read: A longitudinal study. Applied Psycholinguistics, 5, 201-207.

Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual

differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360-

407.