Cuevas, Jianna Vidal, JanAstrid

Remedial
In s t r u c t io n
in R e a d i n g
Group 2
Remedial Instruction
BSED I I I English
Group 2 Vidal, JanAstrid

W h a t is 1
CORRECTING BASIC SIGHT
VOCABULARY DEFICIT

Remedial 2
CORRECTING KNOWLEDGE ON
SOUND-SYMBOL CORRESPONDENCE

R e a d in g ? 3
REMEDIATION THROUGH
PHONEMIC AWARENESS

REMEDIAL VOCABULARY
4 INSTRUCTION
Group 2 Vidal, JanAstrid

CORRECTING BASIC SIGHT

V O C A B U L A R Y DEFICIT
INTRODUCTION: Your facilitators

Sight words, or high frequency words as they’re Cuevas, Jianna Vidal, JanAstrid
often known, are vocabulary words that appear
frequently in verbal and written communication –
words such as the, come, to and where.
Unfortunately for those learning to read, many of
these words are irregularly spelt, making them
difficult to sound out phonetically.
 Vidal, Jan Astrid

Sight As children read, if they stop to

phonetically decode a word the flow of

V o c a b u la r y text is interrupted, and comprehension

of what has been read can be lost as the
reader’s focuses on the task of
decoding. I t is for this reason that most
reading programs recommend t hat
is t he bank of words t hat a reader
children develop the ability to recall high
1 frequency words automatically or ‘on
recognizes automatically, pronounces
correct ly, and know s t he meaning of in sight.’ Children with a good grasp of the
context. most regularly used sight words are able
t o read more fluent ly w hich, in t urn,
2 is an import ant building block in t he supports good reading comprehension.
construction of a child's ability to read.
There a r e several techniques t h a t
w e c a n use t o t e a c h sight words:

Vidal, Jan Astrid

Teaching sight words with pictures

Children learn more effectively when they visualize

things. This is done to help solidify the information in
our memories. Presenting children with illustratikns of
sight words with their 'text versikns' helps them make
important connection between the object and the
word.
There a r e several techniques t h a t
w e c a n use t o t e a c h sight words:

Vidal, Jan Astrid

Listening to and Daying Sight Words

This technique pertains t o t he process f

practice/repetition. Point ing t o a w ord w hile
repeating is greatly helpful and effective jn making
explicit connections between the word and its
sound. Repetitive reading of texts helps children to
commit these words to their long term memory.
There a r e several techniques t h a t
w e c a n use t o t e a c h sight words:

Vidal, Jan Astrid

Sight Words inContexts

When children see w ords used in nat ural w ays

rather than in isolation, they are more likely t o
remember them because t hey develop an
underst anding of t he w ord's significance and
meaning.
There a r e several techniques t h a t
w e c a n use t o t e a c h sight words:

Vidal, Jan Astrid

Games

Make sight word learning a regular part of your

literacy block and switch out activities often. By
setting aside time for focused attention on sight
word learning, you’ll be surprised how quickly your
young readers blossom.
Group 2 Cuevas, Jianna

Sight W o r d
Activities
Are you ready?
M a g n e t ic Using magnetic letters to spell sight words is a simple, hands-
on way for kids to practice reading and building sight words.

Letters: Simply write the words on flashcards and have students

build the words.

Sample 1 Sample 2 Sample 3

F i nd t h e
This is a fun activity because students get to use highlighters,
which keeps them engaged! Give students a magazine or a

Word:
newspaper page and have them highlight a target sight word
that you’ve selected. Or use pages like the ones pictured
below.

Sample 1 Sample 2
Group 2 Cuevas, Jianna

Once readers master sight words they are able to

understand at least half of the words in any
particular text. By eliminating the need to stop
and decode sight words, readers are able to focus
on words that are less familiar and more difficult.
And teaching sight words not only helps students
read more fluently, it helps them write more
efficiently too.
 CORRECTING BASIC SIGHT
V O C A B U L A R Y DEFICIT

Have the students trace the word; write it on paper, or use chalk
or magic slates.
Have the students repeat the word each time it is written.
Have the students write the word without looking at the flash card;
then compare the two.
 CORRECTING BASIC SIGHT
V O C A B U L A R Y DEFICIT

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.
 CORRECTING BASIC SIGHT
V O C A B U L A R Y DEFICIT

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.
 CORRECTING BASIC SIGHT
V O C A B U L A R Y DEFICIT

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.
 CORRECTING BASIC SIGHT
V O C A B U L A R Y DEFICIT

Use your imagination. Have students dramatize phrases, build a

sight-word “cave,” practice words while lining up, read sight-
word “plays,”etc.
Cuevas, Jianna Vidal, JanAstrid

Tha nk Have a great

you!
day ahead.
Cuevas, Jianna Vidal, JanAstrid

https://www.slideshare.net/SherilynNuesca/correcting-
basic-sight-vocabulary-deficit
https://childhood101.com/what-are-sight-words/
https://www.theprintableprincess.com/what-are-sight-
words-and-why-are-they-important/
Remedial Instruction in Reading by MS. LUDIE S.
MAHINAY

References:
Correcting Knowledge on
Sound-Symbol
Correspondence
(Remedial Intructions)
 Sound-Symbol
Correspondence

What are Sound- Symbol Correspondence?

Sound- Symbol Correspondence involve knowledge of:

• the sounds represented by the letters of the alphabet

• the letters used to represent the sounds
 Sound-Symbol
Correspondences

In order to read a word:

The learner must recognize the letters in the

Why is knowledge of word and associate each letter with its sound
Sound-Symbol In order to write or type a word:
Correspondence
important? The learner must break the word into its
component sounds and know the symbols that
Knowledge of Sound- Symbol represent these sounds.
Correspondence is essential in reading
 Sound-Symbol
Correspondences
Knowledge of Sound-Symbol
Correspondences and phonological
awareness skills are the basic building
blocks of literacy learning.

These skills are strong predictors of how

well students learn to read.
 Syllabication Principles

Syllables – are single speech parts made up of one vowel

sound with or without more closely combined consonant
sound.

Every syllable, you opens and closes your mouth and your
jaw drops once.

It has a single beat-one clap.

Every syllable has one and only one vowel sound.

 Syllabication Principles

Never divide two vowels next to each other if they carry

one sound.

e.g. bread

Divide two vowels next to each other when each carries a

different sound.

e.g. video
 Syllabication Principles

A single consonant between two vowels goes with the

second vowel. (v/cv)
e.g. belong

A single consonant between two vowels goes with the

first vowel if the first vowel is accented and short. (vc/v)

e.g. guitar
 Syllabication Principles

Two or more consonants between vowels goes with the

second vowel if the first vowel is long.

e.g. between

Two or more consonants between vowels are divided if

the first vowel is not long.
The first consonant goes with the first vowel and second
consonant to second vowel.

e.g. purpose
 Syllabication Principles

There are also consonants that form a blend in which case

they are not divided.

e.g. without
 Syllabication Principles

Compound words are divided into the simple words that

form them.

e.g. notebook
Teaching Sound-
Symbol
Correspondence
I. According to Jennifer
S. Ray (2019)
The type and intensity of instruction will
differ for each student.
 Suggested Teaching Strategies:

A. Match cards of letters with

cards that feature pictures of
items that begin with the same
sound as the letter
 Suggested Teaching Strategies:

B.Students write the letter, then say the C. Students write a letter in the sand
sound. or in pudding and say the sound(s)
of the letter or the teacher says the
sound of the letter the student
writes the letter.
 Suggested Teaching Strategies:

E. Using video that includes sound

D. Students use the play dough to that students can sing-a-long with
form a letter(s). or mimic.
 Suggested Teaching Strategies:

F. Students place a piece of

paper on the grate and write
a letter using a crayon.
At this stage students learn one-on-
one correspondence, for example the
written letter B represents this
phoneme or sound.
Student knowledge of the phoneme(s) and
grapheme(s) relationships usually increases
student ability to read, comprehend, and spell
written language.
II. Literacy Program
(Janice Light &
David
McNaughton)
Letter-sound correspondences involve
knowledge of: the sounds represented
by the letters of the alphabet the letters
used to represent the sounds.

Knowledge of letter-sound
correspondences is essential in reading
and writing .
We suggest teaching the letters
and sounds in this sequence: a,
m, t, p, o, n, c, d, u, s, g, h, i, f,
b,
l, e, r, w, k, x, v, y, z, j, q
Letters that occur frequently in simple words (e.g.,
a, m, t) are taught first. Letters that look similar and
have similar sounds (b and d) are separated in the
instructional sequence to avoid confusion. Short
vowels are taught before long vowels. Lower case
letters are taught first since these occur more
frequently than upper case letters.
Start by teaching the sounds of the
letters, not their names.
 Instructional Procedure:
model, guided practice, independent
practice
Rules on correcting knowledge on
sound-symbol correspondence.
READ!

bit -
beat
1
A single vowel in a syllable
usually has the short
vowel sound

Example: bit
or hit
2
When (aj, ay, ea, ee, oa) are
found together, the first vowel
is usually long and the second
is silent.
READ!

flu -
flew
3
In words containing a single
vowel letter at the end of the
word, the vowel letter
usually has the long vowel
sound.
Example: flu or
bra
4
When the last letter of a word
is followed by (r, l, w) usually
it has a long vowel sound.

Example: flew or
crew
READ!

food -
cook
5
The “oo” sound can be
pronounced as long or
short vowel sound.

Example:
Long: food or
moon Short: cook
or book
READ!

coin -
caught
6
When (au, aw, oi, ou, oy)
are found together they
usually form a diphthong
and has a long vowel
sound.
Example:
caught, taught,
coin, loud
READ!

ball -
raw
7 If “a” is the only vowel in the
syllable or word and followed by
the letters (l,w) it could usually
has both long and short vowel
sounds.

Example: ball,
raw, tall,
draw
READ!

yacht -
cry
 “y” at the beginning of a word
8 is pronounced as the consonant
sound (y)and “y” at the end of
a word preceded by a
consonant is pronounced as (i).

Example: yacht,
yeast cry, fly
READ!

vow -
low
9 The vowel pair “ow” can have
the sound heard (ow) in low
and (aw) in vow.
Thank you for listening!
REFERENCES:
https://aacliteracy.psu.edu/index.php/page/show/id/6/index.html
https://iowareadingresearch.org/blog/letter-sound-correspondences-syllable-types

C-Jay Hernandez
Ruby Ann Aguzar
Shiela Marie Enriquez
REMEDIATION THROUGH
PHONEMIC AWARENESS
ALVAREZ, JEEN NOEL R.
DE CASTRO, ANGELO R.
SELOZA, JHERROSE P.
WHY PHONEMIC AWARENESS IS IMPORTANT?

First of all, phonemic awareness performance is a strong predictor of

long-term reading and spelling success (Put Reading First, 1998). Students
with strong phonological awareness are likely to become good readers, but
students with weak phonological skills will likely become poor readers
(Blachman, 2000). It is estimated that the vast majority—more than 90
percent—of students with significant reading problems have a core deficit in
their ability to process phonological information (Blachman, 1995).

In fact, phonemic awareness performance can predict literacy

performance more accurately than variables such as intelligence, vocabulary
knowledge, and socioeconomic status (Gillon, 2004). The good news is that
phonological awareness is one of the few factors that teachers are able to
influence significantly through instruction—unlike intelligence, vocabulary,
and socioeconomic status (Lane and Pullen, 2004).
 In short, success in early reading depends on
achieving a certain level of phonological awareness.
Moreover, instruction in phonological awareness is
beneficial for most children and seems to be critical for
others, but the degree of explicitness and the
systematic nature of instruction may need to vary
according to the learner's skills (Smith, Simmons, &
Kameenui, 1998), especially for students at risk for
reading difficulties.
 PHONEME ISOLATION
Isolate phonemes; for example, “Tell me the first sound
in cat.”

PHONEME IDENTITY
Recognize common sounds in different words; for
example, “Tell me the same sound in rug, rat, and roll.”

STUDENTS MUST ALSO BE ABLE PHONEME CATEGORIZATION

TO COMPLETE PHONEMIC Identify the word with the odd sound in a sequence; for
example, “Which word does not belong in sat, sag, rug?”
AWARENESS TASKS SUCH AS THE
FOLLOWING:
PHONEME BLENDING
Combine separate sounds to form a word; for example,
[b-a-t] for bat.

PHONEME SEGMENTATION
Break out the word into separate sounds; for example,
“What are the sounds in bag?” (Ehri et al., 2001)
• There is also a developmental progression for
young children in tackling these phonemic
awareness tasks. Research indicates that
identifying beginning and ending sounds is
much easier than recognizing medial
phonemes (Inverizzi, 2003). This finding
points to the need for explicit, systematic
instruction in phonemic awareness that is
integrated within a literacy program (National
Reading Panel, 2000).
 CONSONANT PHONEMES
T H E R E A R E T W O T Y P E S O F CO N S O N A N T P H O N E M E S :

TYPE DESCRIPT PHONEME The continuous sounds can be

ION S pronounced for several seconds
Continuous A sound that /f/ • /l/ • without distortion. The stop sounds
sounds can be can be pronounced only for an
pronounced for /m/ • /n/ •
instant. It is important to avoid
several seconds /r/ • /s/ •
without any adding /uh/ to a stop sound as it is
/v/ • /w/ pronounced—which confuses
distortion.
•/y/ • /z/ • students. As new phonological
/a/ • /e/ • awareness skills are introduced, using
/i/ • /o/ • continuous sounds may be easier at
/u/ first.
Stop sounds A sound that /b/ • /d/ •
can be
 INSTRUCTION IN PHONEMIC
AWARENESS

Many students enter preschool or kindergarten

having already obtained knowledge of letters and
sounds through language play or exposure. However,
for those who need these concepts and skills, explicit,
systematic instruction in phonemic awareness will be
necessary (Phillips & Torgesen, 2006). It is critical to
know that older striving readers and English language
learners also benefit from phonemic awareness
training. Research shows that when English language
learners are provided explicit phonemic awareness
instruction, they are able to catch up with native
speakers’ progress on word identification and spelling
(Geva & Siegel, 2000).
 INSTRUCTION IN PHONEMIC
AWARENESS

The key to success is data-driven

instruction that uses assessment to determine
students’ level of phonological awareness.
Phonological awareness is the broader construct
for knowing speech sounds, rhyming, and
alliteration and includes phonemic awareness
(Inverizzi, 2003). When teachers use data to
inform instruction, targeted sessions are
implemented on specific needs such as phoneme
blending or categorization.
GUIDELINES FOR TEACHING PHONEMIC AWARENESS

During the past several years, a body of research indicates that early, systematic,
explicit phonemic awareness instruction can successfully jump-start emergent and early
readers’ reading performance (McGee & Ukrainetz, 2009). The following guidelines provide
the framework for phonemic awareness instruction:
• Analysis of phonemic awareness assessment data should drive instruction, as only a
small percentage of students need explicit instruction (Ehri & Roberts, 2006).
• Phonemic awareness instruction should be a positive, enriching experience that allows
students to engage in language play (Yopp, 1992).
• Effective phonemic awareness instruction provides for individual differences in abilities
and uses leveled scaffolding to facilitate growth (McGee & Ukrainetz, 2009).
• Developmentally appropriate phonemic awareness instruction uses chants, poetry,
songs, and rhymes to engage students’ curiosity about language and to develop
metalinguistic awareness (Yopp & Yopp, 2000).
• Effective phonemic awareness instruction explicitly labels sounds and demonstrates the
process of blending-segmenting of sounds (Ehri et al., 2001).
 FOUR DEVELOPMENTAL LEVELS OF
PHONEMIC AWARENESS

Word awareness. This is the understanding

that a sentence is made up of individual words.
One way to teach the awareness of word is to
have students clap the words in a sentence.
Syllable awareness. Syllable awareness
involves activities like counting, tapping, One syllable:
•jump
blending or segmenting syllables. Every word •thought
can be broken down into syllables. For example, •cup
helicopter —>he.li.cop.ter (4 syllables).
Two syllables:
• Syllable awareness involves activities like •ki.tten
counting, tapping, blending or segmenting •a.pple
•co.met
syllables.
Three syllables:
• Every word can be broken down into syllables. •ma.gi.cal
For example, helicopter —>he.li.cop.ter (4 •In.di.an
syllables). •vi.si.tor

• Compound words (for example doghouse, Four syllables:

footpath, lifetime) are words that combine two •in.te.res.ted
•e.lec.tri.cal
separate words to create a new word. These •es.pe.cial.ly
are great introductions to syllable counting.
ONSET-RIME AWARENESS

Onset-rime involves • D (onset), own (rime), down (word)

breaking words into their onsets • Br (onset), own (rime), brown (word)
(consonants before the vowels),
and the rime (everything left in • Cl (onset), own (rime), clown (word)
the word). This phonological • Dr (onset), own (rime), drown
awareness skill is more (word)
advanced and is more suitable
• G (onset), own (rime), gown (word)
for language and emergent
literacy learners.
PHONEMIC AWARENESS

Phonemic awareness is the understanding

that spoken language words can be broken
into individual phonemes—the smallest unit
of spoken language.

To develop phonological awareness,

kindergarten and first grade students must
demonstrate understanding of spoken words,
syllables, and sounds (phonemes).
 REFERENCES:

• http://www.ldonline.org/article/6254/\
• https://www.readnaturally.com/research/5-components-of-reading/phonological-
awareness
• agepub.com/sites/default/files/upm-binaries/40626_1.pdf
• https://www.education.vic.gov.au/childhood/professionals/learning/ecliteracy/em
ergentliteracy/Pages/phonologicalawareness.aspx#:~:text=Syllable%20awareness
%20involves%20activities%20like,example%2C%20helicopter%20%E2%80%94%3
Ehe.