Remedial Instruction in Reading: Correcting Perceptual and Decoding Deficits in Word Recognition
Remedial Instruction in Reading: Correcting Perceptual and Decoding Deficits in Word Recognition
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.
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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.
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.
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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.
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
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rule, stress that the student should be flexible; i.e. try the short vowel sound if
the long one does not
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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.
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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
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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.
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/
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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/."
b. When students are first learning the task, use short words in
teaching and practice examples. Use pictures when possible.
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c. When students are first learning the task, use materials that reduce
memory load and to represent sounds.
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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.
"
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Activity No. 2
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Remedial Instruction in Reading
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.
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.
Task
Answer the following:
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