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Remedial Instruction in Reading: Correcting Perceptual and Decoding Deficits in Word Recognition

This document discusses strategies for remediating reading deficits in students, specifically focusing on sight word knowledge and sound-symbol correspondence. It outlines several key strategies: 1) Applying sight word instruction techniques like writing words with students, having students make sentences using sight words, and using flashcards. 2) Teaching sound-symbol correspondence rules around vowels, consonants, syllables, and affixes. 3) Developing phonemic awareness skills like sound isolation through modeling and explicit instruction of individual sounds.
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0% found this document useful (0 votes)
1K views15 pages

Remedial Instruction in Reading: Correcting Perceptual and Decoding Deficits in Word Recognition

This document discusses strategies for remediating reading deficits in students, specifically focusing on sight word knowledge and sound-symbol correspondence. It outlines several key strategies: 1) Applying sight word instruction techniques like writing words with students, having students make sentences using sight words, and using flashcards. 2) Teaching sound-symbol correspondence rules around vowels, consonants, syllables, and affixes. 3) Developing phonemic awareness skills like sound isolation through modeling and explicit instruction of individual sounds.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Remedial Instruction in Reading

Intended Learning Outcomes: At the end of this module, the students are
expected to:
1. Discuss reading deficits; and
2. Apply strategies for deficit correction on sight-word knowledge and sound
symbol correspondence.

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).

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.

Sight-Word Knowledge: all words any one reader can recognize


instantly (with automaticity) not necessarily with meaning.

Basic Sight Words: a designated list of words, usually of


high utility.

Knowledge on Sound-Symbol Correspondence: (a.k.a. graphophonic


knowledge) the readers’ ability to use phonics, phonemic, and structural analysis
knowledge.

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2.2 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, 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.
7. Have them read these sentences to each other and discuss them.

2.3 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.

Page 2 of
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.

2.4 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

Page 3 of
rule, stress that the student should be flexible; i.e. try the short vowel sound if
the long one does not

Page 4 of
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.

Page 5 of
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

Page 6 of
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.

2.5 Remediation Through Phonemic Awareness

The following are critical phonemic awareness skills students should learn the
following:

Sound Isolation. It refers to the production of single sound from within a word.
Example The first sound in sun is /ssss/

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/."

b. Use consistent and brief wording.

Example "The first sound in Mmman is /mmm/.


Everyone say the first sound in
man,/mmm/."

"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?"

Page 7 of
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/."

Asking the question again or asking


more questions. "Look at the picture
again. What is the first sound?"

Blending. It refers to a combination of sounds.


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."

"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?"

".../p/ - /e/ - /n/ - /c/ - /i/ - /l/. Which


picture?" (This is a more advanced
model that should be used later.)

Page 8 of
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.

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?"

Provide instruction and practice at only


the easiest levels with all the scaffolds.

Segmenting. It refers to breaking words down into individual sounds.

Example The sounds in sun are /sss/ - /uuu/ - /nnn/)


[The learner breaks the word run into its
component sounds.]

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.

Page 9 of
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.

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.

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.

Page 10
Activity No. 2
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Remedial Instruction in Reading

Direction: Answer the question comprehensively and do the task required.


Encode your output in an MS office word file, save as PDF one file then turn it on
Google classroom.

1. You have a class where most of these students are non-readers. Design a
reading program to help these students improve their reading. Make a
reading lesson plan and activity sheet along the designed remedial
program.

Remedial Instruction in WRITING

A. Areas of Difficulty for Students with Writing Problems (Troia,


2002; Troia & Graham, 2003)

1. Knowledge Difficulties
Students with writing problems show:
a. Less awareness of what constitutes good writing and how to produce it;
b. Restricted knowledge about genre-specific text structures (e.g., setting or plot
elements in a narrative);
c. Poor declarative, procedural, and conditional strategy knowledge (e.g., knowing
that one should set goals for writing, how to set specific goals, and when it is most
beneficial to alter those goals);
d. Limited vocabulary;
e. Underdeveloped knowledge of word and sentence structure (i.e., phonology,
morphology, and syntax);
f. Impoverished, fragmented, and poorly organized topic knowledge;
g. Difficulty accessing existing topic knowledge; and
h. Insensitivity to audience needs and perspectives, and to the functions their
writing is intended to serve.

2. Skill Difficulties
Students with writing problems:
a. Often do not plan before or during writing;
b. Exhibit poor text transcription (e.g., spelling, handwriting, and punctuation);
c. Focus revision efforts (if they revise at all) on superficial aspects of writing
(e.g., handwriting, spelling, and grammar);
d. Do not analyze or reflect on writing;
e. Have limited ability to self regulate thoughts, feelings, and actions throughout
the writing process;
f. Show poor attention and concentration; and
g. Have visual motor integration weaknesses and fine motor difficulties.

3. Motivation Difficulties
Students with writing problems:
a. Often do not develop writing goals and subgoals or flexibly alter them to meet
audience, task, and personal demands;
b. Fail to balance performance goals, which relate to documenting performance
and achieving success, and mastery goals, which relate to acquiring competence;
c. Exhibit maladaptive attributions by attributing academic success to external and
uncontrollable factors such as task ease or teacher assistance, but academic
failure to internal yet uncontrollable factors such as limited aptitude;
d. Have negative self efficacy (competency) beliefs;
e. Lack persistence; and
f. Feel helpless and poorly motivated due to repeated failure.

B. Qualities of Strong Writing Instruction

In order for teachers to support all students' writing ability development,


certain qualities of the writing classroom must be present. Four core
components of effective writing instruction constitute the foundation of any good
writing program:

1. Students should have meaningful writing experiences and be


assigned authentic writing tasks that promote personal and collective expression,
reflection, inquiry, discovery, and social change.

2. Routines should permit students to become comfortable with the writing


process and move through the process over a sustained period of time at their own
rate.

3. Lessons should be designed to help students master craft


elements (e.g., text structure, character development), writing skills (e.g., spelling,
punctuation), and process strategies (e.g., planning and revising tactics).

4. A common language for shared expectations and feedback


regarding writing quality might include the use of traits (e.g., organization, ideas,
sentence fluency, word choice, voice, and conventions).

Task
Answer the following:

1. What are examples of authentic writing tasks?


2. What are some specific ways for students to have meaningful writing
experiences?
3. How would you plan activities to ensure that students are comfortable in the
writing process?
C. Adaptations for Struggling Writers

1. Accommodations in the Learning Environment


a. Increase instructional time for writing.
b. Provide quiet and comfortable spaces for students to work.

c. Provide unimpeded access to writing tools.


d. Let students identify and select meaningful reinforcements for achieving writing
goals (e.g., a reinforcement menu).
e. Consult with an occupational therapist to identify specialized adaptations
(e.g., chair and desk height).

2. Accommodations in Instructional Materials


a. Simplify language of writing prompts.
b. Highlight (e.g., color code) key words and phrases.
c. Transition from simple to more elaborate graphic organizers and procedural
checklists.
d. Post strategies, graphic organizers, and checklists in classroom and give
students personal copies.
e. Develop individualized spelling lists.
f. Have students keep a personal dictionary of “demon” words and frequently
used spelling vocabulary.
g. Provide paper positioning marks on students’ desks. h.
Provide pencil grips for students.
i. Provide raised- or colored-lined paper.
j. Provide students with personal copies of alphabet strips.

3. Accommodations in Teaching Strategies


a. Devote more instructional time to writing mechanics.
b. Provide physical assistance during handwriting practice. c. Re-
teach writing skills and strategies.
d. Expect and support mastery learning of skills and strategies
(e.g., memorization of strategy steps).
e. Use cross-age peer tutors to reinforce skills and strategies. f.
Assign homework designed to reinforce writing instruction.
g. Help students set specific and challenging yet attainable goals for the
writing process (e.g., completing a planning sheet before beginning to
draft) and written products (e.g., a quantity goal of including 10
descriptive words in a story, which is perhaps linked to a quality goal of
improving word choice by two points on an analytic quality scale).
h. Help students develop self-instructions (e.g., “I can handle this if I go slow.”)
and self-questions (e.g., “Am I following my plan?”) that focus on positive
attributions for success and task progress.

i. Teach students to evaluate and adjust their writing behaviors and


writing strategy use to improve their writing productivity and performance.
j. Promote maintenance and generalization of writing strategies by doing the
following:
· Modeling and discussing how strategies may be used in multiple contexts;
· Relating writing performance to strategy use;
· Having students teach others how to use strategies;
· Having students keep a strategy notebook which they can consult at any time;
· Ensuring all staff and caregivers are familiar with and prompt the use of the
strategies; and
· Reviewing strategies often.

4. Modifications to Task Demands


a. Increase amount of time allotted for completing written
assignments.
b. Decrease the length and/or complexity of written assignments.
c. Have students complete text frames (i.e., partially finished texts). d.
Reduce or eliminate copying demands (e.g., teach students abbreviations
for note taking, supply worksheets with math
problems from textbook).
e. Allow students to use temporary/invented spelling. f. Pre-
teach spelling vocabulary for assignments.
g. Evaluate spelling using correct letter sequences (e.g., hopping has 8
possible correct letter sequences) rather than number of words spelled
correctly to measure and reward incremental progress attributable to
partial correct spelling.
h. Permit students to dictate written work to a scribe.
i. If students have adequately developed keyboarding skills, permit them to
write papers with a word processor.
j. Permit students to use outlining and semantic mapping software to facilitate
planning.
k. Permit students to use voice recognition technology to facilitate text
transcription.
l. Permit students to use integrated spell checker and/or word prediction
software to facilitate correct spelling.
m. Permit students to use speech synthesis technology to facilitate revising and
editing.
n. Selectively weight grading for content, organization, style, and
conventions.
o. Grade assignments based on the amount of improvement rather than
absolute performance.
p. Assign letter grades for body of work collected over time (i.e., portfolio
assessment) rather than for each paper.
q. Provide feedback on content, organization, style, and
conventions for some rather than all assignments (which may reduce
students’ anxiety about writing).
r. Provide feedback on targeted aspects of writing rather than all aspects to
avoid overwhelming students.

5. Modifications to Learning Tasks


a. Permit students to dramatize or orally present a written
assignment, either in lieu of writing or in preparation for writing.
b. Assign students suitable roles (e.g., brainstorm manager) for the creation of a
group-generated paper.

REFLECTION

1. What did you find most interesting and helpful in this module?
2. What possible problems can you encounter in implementing these
activities? Explain

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