Republic of the Philippines

NUEVA ECIJACabanatuan
UNIVERSITY OF SCIENCE AND
City, Nueva Ecija
ISO 9001:2015 CERTIFIED
COLLEGE OF EDUCATION
LEARNING OBJECTIVES
At the end of this virtual meeting, students are able to:
a. define the importance of remedial instruction for reading;
b. enumerate the Vowel Rules or Principles and accent generalizations; and
c. practice the leads in correcting basic sight word vocabulary;

SUBJECT MATTER CONTENT

UNIT II: REMEDIAL INSTRUCTION FOR READING
1. Correcting Perceptual and Decoding Deficits in Word Recognition

1.1 Definition of Terms

1.2 Correcting Sight-Word Knowledge Deficit

1.3 Correcting Basic Sight Vocabulary Deficit

1.4 Correcting Knowledge on Sound-Symbol Correspondence

2. Correcting Basic Reading Sub skills Deficit: Vocabulary, Syntax, and Semantics

2.1 Remedial Vocabulary Instruction

2.2 Concept-Based Approach to Vocabulary Building

2.3 Subjective Approach to Vocabulary (SAV)

2.4 Motor Imaging

Transforming Communities through Science and TechnologyEmail: [email protected]

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 Republic of the Philippines
NUEVA ECIJACabanatuan
UNIVERSITY OF SCIENCE AND
City, Nueva Ecija
ISO 9001:2015 CERTIFIED
COLLEGE OF EDUCATION
UNIT II: REMEDIAL INSTRUCTION FOR READING
What is remedial instruction in reading?
The goal of Remedial Reading is to dramatically reduce the number of students who have
extreme difficulty learning to read and write. Remedial Reading is a highly effective short-
term intervention of tutoring struggling readers in both an individualized and small group
setting.
What are the 7 strategies of reading?
To improve students' reading comprehension, teachers should introduce the seven
cognitive strategies of effective readers: activating, inferring, monitoring-clarifying,
questioning, searching-selecting, summarizing, and visualizing-organizing.
The Five Components of Reading
1. Phonics
2. Phonemic awareness
3. Vocabulary
4. Fluency
5. Reading comprehension

1. Correcting Perceptual and Decoding Deficits in Word Recognition

According to Oxford Dictionary, perceptual means, relating to the ability to
interpret or become aware of something through the senses
Merriam Webster Dictionary, it is involving perception especially in relation to
immediate sensory experience.
Deficit as defined by Oxford Dictionary, technical is a deficiency or failing,
especially in a neurological or psychological function.
Word Recognition is the ability of a reader to recognize written words correctly
and virtually effortlessly and sometimes referred to as “Isolated Word Recognition”.
 According to Ekwall and Shanker in 1998, visual analysis of an unfamiliar
word must precede the application of knowledge of word parts. Both of these
come before the final synthesis of the parts into recognition of words.
Two ways of identifying whether a student has insufficient competence in the visual
analysis of ways:
1. The student when pronouncing words verbally

Transforming Communities through Science and TechnologyEmail: [email protected]

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 Republic of the Philippines
NUEVA ECIJACabanatuan
UNIVERSITY OF SCIENCE AND
City, Nueva Ecija
ISO 9001:2015 CERTIFIED
COLLEGE OF EDUCATION
 Selects inappropriate elements to sound out
 He or she tries again and again to use the same analysis even when it does
not work.
2. When the teacher shows him or her the word covering up parts of it, if the
student is able to recognize it, then at least one of his or her problems in word
recognition is faulty visual analysis.

1.1 Definition of Terms

1. Alphabetic knowledge

 According to Mason, 1984, it is the ability to name, distinguish shapes, write

and identify the sounds of the alphabet, this is also known as letter sound
knowledge.
 It is defined as “the relationship between phonology which is the sounds in
speech and orthography which is the spelling patterns of written language.
 For example, the letter “sh” together produce the phoneme /sh/ or the letter
‘th’ produce the letter /th/ and also it includes the ability to sound out and
read new words that have not been encountered before.

2. Sight-word knowledge

 Refers to words that the reader can read automatically, without decoding,
due to the word being stored in memory.
3. Basic Sight Words
 It is a designated list of words, usually of high utility.

4. Knowledge on Sound-symbol Correspondence

 Also called as graph phonic knowledge that involves the letter-sound or

sound-symbol relationships of language.
 Graphophonic- readers identifying unknown words by relating speech
sounds to letters or letter patterns are using graphophonic cues.

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 Republic of the Philippines
NUEVA ECIJACabanatuan
UNIVERSITY OF SCIENCE AND
City, Nueva Ecija
ISO 9001:2015 CERTIFIED
COLLEGE OF EDUCATION
I.2 Correcting Sight Word Knowledge Deficit

 Write a sentence on the chalkboard with the new word used in context.
Underline the word.
 Let students read the sentence and attempt to say the new word using
context clues along with other word-attack skills.
 Discuss the meaning of the word or how it is used in talking or in writing.
 Write the word as students watch. Ask them to look for a certain
configuration clues such as double letters, extenders, and descenders.
 Ask students to write the word themselves and to be sure have them say the
word while they write it.
 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.

1.3 Correcting Basic Sight-Word Vocabulary Deficit

Sight word vocabulary is the bank of words that a reader recognizes automatically,
pronounces correctly and knows the meaning of in context. Acquisition of sight vocabulary
is an important building block in the construction of a child’s ability to read. There are
several techniques that we can use to teach sight words:
 Teaching sight words with picture
 Sight words in context

TIPS FOR TEACHING SIGHT WORDS

Sight words are set of high frequency English words. When a student learns to recognize
them automatically, it can increase his or her reading fluency and comprehension.
Here are some tips for teaching sight words for you teachers:
 Look for them in books
 Hang them around the classroom.
 Help them children use them.
 Re-visit them regularly.
 Introduce an online typing course.

Transforming Communities through Science and TechnologyEmail: [email protected]

www.neust.edu.ph
 Republic of the Philippines
NUEVA ECIJACabanatuan
UNIVERSITY OF SCIENCE AND
City, Nueva Ecija
ISO 9001:2015 CERTIFIED
COLLEGE OF EDUCATION
1.4 Correcting Knowledge on Sound-Symbol Correspondence
Vowel Rules or Principles and accent Generalizations
 In words containing a single vowel letter at the end of the word, the vowel letter
usually has the long vowel sound.
 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.
 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.
 Vowels followed by r usually have a sound that is neither long nor short.
 A Y at the beginning of a word has a Y consonant sound; Y at the end of a single-
syllable word, when preceded by a consonant, usually has the long L sound; and Y at
the end of a multi syllable word, when preceded by a consonant, usually has the long
E sound.
 In words ending with vowel-consonant-silent E the E is silent and the first vowel
may be either long or short.
 When aj, ay, ea, ee, and oa, are found together, the first vowel is usually long and the
second is usually silent.
 The vowel pair ow may have either the sound heard in cow or the sound heard in
crow.
 When au, aw, ou, oi and oy are found together, they usually blend to form a
diphthong.
 The oo sound is either long as in moon or short as in book.
 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.
Syllabication Principles
 When two consonants stand between two vowels, the word is usually divided
between the consonants, for example, dag-ger and cir-cus. In some of the newer
materials, materials are divided after the double consonant, for example , dagg-er.
 When one consonant stands between two vowels, try dividing first so that the
consonant goes with the vowels,
 When a word ends in a consonant and Le, the consonant usually begins the last
syllable
 Compound words are usually divided between word parts and between syllables in
this parts
 Prefixes and suffixes usually form separate syllables.

Transforming Communities through Science and TechnologyEmail: [email protected]

www.neust.edu.ph
 Republic of the Philippines
NUEVA ECIJACabanatuan
UNIVERSITY OF SCIENCE AND
City, Nueva Ecija
ISO 9001:2015 CERTIFIED
COLLEGE OF EDUCATION
2. Correcting Basic Reading Sub Skills Deficit: Vocabulary, Syntax and Semantics

 Vocabulary defined by Oxford Dictionary as the body of words used in a particular

language and a sum or stock of words employed by a language, group, individual or
work in a field of knowledge by Merriam Webster Dictionary.
 Syntax defined by Meriam Webster Dictionary, the way in which linguistics
elements (as words) are put together to form constituents (as phrases, clauses and
sentences).
 Semantics is a sub discipline of linguistics which focuses on the study of meaning

2.1 Remedial Vocabulary Instruction

Vocabulary is initially acquired in four ways:

 Incidentally, through reading and conversation

 rough direct instruction, as when a teacher or auto-instructional program
is used intentionally to build vocabulary power
 Through self-instruction, as when words are looked up in a dictionary or
their meaning are sought from others in a conscious manner
 Through mental manipulation while thinking, speaking, and writing
To add some information, Isabelle Beck, Mar9gareth Mckeown and Richard
Omanson, characterize these levels of knowledge of word meaning:
 No knowledge
 General information level
 Narrow recognition
 Need to hesitate to hesitate to remember a meaning
 Easy recognition and full knowledge
Consideration in remedial vocabulary instruction
Connect vocabulary instruction to the natural processes of word learning.
The literature on vocabulary acquisition tends to divide the teaching of vocabulary
into five phases, these are:
o Disposition- this is opening the student’s mind and will to engage new
words.
o Integration- establishing ties between the meaning of a new word and the
student’s existing knowledge.

Transforming Communities through Science and TechnologyEmail: [email protected]

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 Republic of the Philippines
NUEVA ECIJACabanatuan
UNIVERSITY OF SCIENCE AND
City, Nueva Ecija
ISO 9001:2015 CERTIFIED
COLLEGE OF EDUCATION
o Repetition- provisions for practice distributed over time, as well as
opportunities for frequent encounters with the word in similar and
differing contexts.
o Interaction and meaningful use- social situations conducive to using new
words in interactions with others and thus, mentally referencing new
words in listening, reading, writing and speaking.
o Self-instruction- maintaining an awareness of new words outside the
classroom.

2.2 Concept –Based Approach to Vocabulary Building

This approach as described here is based on the work of Frayer, Fredrick and
Klausmeir in 1969. It involves considering a word in terms of inclusion, exclusion,
subordination, and superordination, a process that can be guided with the graphic
organizer. The Frayer Model is a graphical organizer used for word analysis and vocabulary
building. This four-square model prompts students to think about and describe the
meaning of a word or concept by:
 Defining the term
 Describing its essential characteristics
 Providing examples of the idea
 Offering non-examples of the idea
Steps in the Concept-based Approach:
 Identify relevant and irrelevant features of the concept in the question.
 Provide example of the concept.
 Provide non-examples based on possible misunderstanding of the concept.
 Relate or categorize the concept by some larger or superordinating concepts.
 Relate or categorize the concept alongside equal or coordinating terms.

2.3 Subjective Approach to Vocabulary (SAV)

SUBJECTIVE (Webster’s Dictionary) -based on feelings or opinions.
-relating to the way a person experiences things in his or her own mind.
Manzo, 1983
The affectively based SAV procedure is “fast food” but not “junk food”. It builds on
what students already know by urging them to find personal experiences or other

Transforming Communities through Science and TechnologyEmail: [email protected]

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 Republic of the Philippines
NUEVA ECIJACabanatuan
UNIVERSITY OF SCIENCE AND
City, Nueva Ecija
ISO 9001:2015 CERTIFIED
COLLEGE OF EDUCATION
associations with which to anchor to sometimes ethereal dictionary definitions of new
terms.
Research findings: In a study wih sixth-grade subjects (Casale and Manz, 1983), SAV was
found to be considerably better than traditional ( dictionary “look-up” and sentence writing
) approaches to vocabulary instruction.

Steps and options in SAV procedure:

 The teacher identifies two to four to be “pretaught” before reading.
 The teacher explains the contextual meaning of a word up front, then writes it on
the chalkboard with an example or two, much as one would in the dictionary.
 The teacher ask the students, “what does this word remind of you?” the class briefly
discusses and clarifies these experiences, thoughts or images.
 The teacher directs students to record the word, the objective meaning given, and
some “subjective” association.
 The class reads the selection to build contextual meaning of key words.

 Options in SAV
Students keep a glossary of objective, subjective, and “new” meanings for words covered in
this way
This SAV option has been by primary and intermediate-grade teachers.
 SAV problem and promise
SAV can be particularly useful for providing multicultural outlooks and for working with
second-language students.

2.4 Motor Imaging

Piaget, 1963 in Manzo and Manzo 1993

It appears that even the highest forms of vocabulary and concept learning have
psychomotor foundations, or equivalents. Hence, motor movements associated with certain
stimuli can become interiorized as a “symbolic meaning”
There are three considerable advantages to knowing this where remediation is concerned:
 physical-sensory or proprioceptive learning can be interiorized, they also can
be self-stimulating
 proprioceptive learning is so basic to human learning that it is common to all
learners, fast and slow
 the act of identifying and acting out a word becomes a life experience in itself
with the word

Transforming Communities through Science and TechnologyEmail: [email protected]

www.neust.edu.ph
 Republic of the Philippines
NUEVA ECIJACabanatuan
UNIVERSITY OF SCIENCE AND
City, Nueva Ecija
ISO 9001:2015 CERTIFIED
COLLEGE OF EDUCATION

Here are the procedures:

i. Take a difficult word from the text, write it on the chalkboard, pronounce it
and tell what it means.
ii. Ask students to imagine a simple pantomime for the word meaning.
iii. Tell students that when you give a signal, they will do their gesture
pantomimes simultaneously.
iv. Select the most common pantomime observed. Demonstrate it all to the
student, saying the word while doing the pantomime.
v. Repeat each new word, this time directing the class to do the pantomime
while saying a brief meaning or simple synonym.
vi. Let the students encounter the word in the assigned reading materials.
vii. Try to use the pantomime casually whenever the word is used for a short
tome thereafter.
A Hole in the Darkness
Manzo and Casale (1983) compared a cognitive, an affective, and physical sensory based
approach to vocabulary. The motor-based strategy proved significantly better on several kinds on
vocabulary measures.

PREPARED BY:
Manahan, Hazel B.
Baniqued, Sharmaine U.
Cauba, Gladys R.
Esmabe, Mari Jel A.
Dela Pena, Shiela Mae

Transforming Communities through Science and TechnologyEmail: [email protected]

www.neust.edu.ph
 Republic of the Philippines
NUEVA ECIJACabanatuan
UNIVERSITY OF SCIENCE AND
City, Nueva Ecija
ISO 9001:2015 CERTIFIED
COLLEGE OF EDUCATION

Transforming Communities through Science and TechnologyEmail: [email protected]

www.neust.edu.ph