Seminar on Remedial Reading

7/30/2019 Seminar on Remedial Reading

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REMEDIAL READING

Prepared by:

Dr. Arminda G. Casuyon


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I. What is remedial reading?

A. Correcting the effects oforiginally poor teaching andpoor learning.

B. Teaching for the first timethose skills that were nottaught but which shouldhave been taught.


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II. Types of reading difficulties.A. Word recognition

1. Word by-word reading caused by overdependence on phonics, failure torecognize sight words instantly, failure tocomprehend, or may be a bad habit.

a. Use reading material on a lower level ofdifficulty.

b. Use familiar materials.

c. provide experience in choral reading.d. Do read aloud interesting selections.

e. Use picture word cards.


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2. Incorrect phrasing caused by insufficient word

recognition and insufficient comprehension.

a. Demonstrate proper phrasing by reading tothe class.

b. Give practice on reading common phrases.

c. Use sight phrase cards.

d. Reproduce reading passages and dividingthese into phrases.

e. Provide choral reading with several readerswho phrase properly.

f. Have children read and dramatizeconversation.

g. Have children read orally phrases thatextend only to the end of the liner.


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3. Poor pronunciation caused by thefollowing:

(1) student may be weak inphonics,

(2) student may be unable to usehis knowledge of phonics,

(3) student may have some hearingdefect,

(4) student may be a careless

reader, and(5) student may have some speech

defect or accent.


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a. Have children make word cards or listsand build their own file of words thatthey habitually mispronounce. Allowfor periodic study of these words.

b. Have students practice in using variousconsonant sounds.

c. Teach the child to use the diacriticalmarks found in the dictionary.

d. When the pupil mispronounces a word inoral reading, call attention to the correctpronunciation with as little fuss as possible.

e. Preceding the pupils reading of difficultmaterial, you may read it aloud.

f. Play games that deal with sounds.


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4. Omissions caused by insufficient wordrecognition or word analysis skills or abad habit of omitting certain words.

a. Call the readers attention toomissions when they occur.

b. Have children choral read or let onechild read a passage.

c. Ask detailed questions that requirethorough reading. Ask about only a

sentence or paragraph at a time.d. Give help with word middles or

endings.

e. Allows the child to use a paper guide.


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5. Repetitions caused by poor wordrecognition, poor word analysis, or thedevelopment of bad habit.

a. Call the repetitions to the studentsattention.

b. Have the students choral read.

c. Have the student pace with her hand andkeep up with this pace as she reads.

d. Provide easier or familiar materials inwhich the vocabulary presents no problem.

e. Let the students read the material silentlybefore they attempt to read orally.


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6. Inversions or reversals maybe caused by the students

failure to develop a left-to-right eye movement or a left-to-right reading pattern,

failure to develop a strongenough visual image for theword, the studentsimmaturity.


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a. Emphasize left-to-right in all readingactivities.

b. Have the pupils trace the troublesome

words with their index fingers whilethey sound the words.c. Use flashcards to give practice on

troublesome words.d. have the pupils trace the word and

write it from memory.e. Use a colored letter at the beginning of

words commonly confused.f. Make the student aware of the importance

of sequence of words commonlyreversed by placing one word overanother. then, lines are drawn fromthe first letter of the top word to thefirst letter of the bottom word.

7 Insertion is possibly caused by the


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7. Insertion is possibly caused by thestudents oral language developmentthat may surpass her reading level.

a. Call the students attention to theinsertion that she may not beaware of.

b. Ask questions that require an

exact answer. These questionscan focus on the descriptions ofthe objects in the story describedby adjectives that are often

inserted.c. Have students choral read.d. Have the student read along with

a passage that has been tape-

d d


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8. Substitutions are caused bycarelessness in reading orinadequacy in word recognitionskills.

a. Make pupils keep a file of flashcards of words that cause

difficulty.b. Work on beginning syllables

and/or sounds that cause

difficulty.


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c. Use the difficult words inmultiple choice sentences

that is similar to thefollowing:

Johns father gave him a(watch, witch, water)

for his birthday.d. Call attention to the mistake and

correct it when it occurs.

e. Ask questions about the subjectmatter that will reflect thepupils mistakes. Have him readto make corrections.


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9. Basic sight words not known

a. Have pupils write troublesomewords on cards. Trace the wordusing the index and middlefingers and sound the word as itis traced. (Kinesthetic method)

b. Use sight words that causedifficulty in sentences. Underlinethe words.

c. Use pictures to illustrate some

words.d. Have pupils pantomine the

troublesome words.


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e. Use words commonly confused inmultiple - choice situations.

f. have the pupil read the entire

sentence, look at the beginning andthe end of the word, and then tryto pronounce it on the basis of itscontext and configuration.

g. Cut letters from sandpaper or velvet

so that the child can feel the wordas he pronounces it.h. Each day pass out a few basic sight

words on cards to students. Eachstudent in turn goes to the boardand writes his word. The class shouldtry to say aloud. After it ispronounced correctly, have themwrite it in a notebook.


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10. Sight vocabulary not up to grade level

a. Have the pupil read as widely aspossible on her free or lowinstructional level.

b. have the pupils start a card file ofnew words.

c. Discuss meanings of new words asyou come to them.

d. Build on the pupils background ofexperience as much as possible.

e. Use picture word cards on which theunknown word appears under pictureillustrating that word.

11 Lacks knowledge of the alphabet


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11. Lacks knowledge of the alphabet

a. Teach the child the alphabet song.As the student sings the song, have a

copy of the alphabet and ask thestudent to point to each letter as it is

sang.

b. Present a few letter each day and

discuss their characteristic shapessuch as the fact that they are xheight or that they have ascenders ordescenders.

c. Ask students to trace letters in the sandor salt.

d. Teach one-third of the alphabet at a

ti

12 Unable to use context clues


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12. Unable to use context clues

a. Show the student that it is possibleto derive the meaning of words from

their context. Example: The carelessboy did his work in a haphazard

manner.

b. Construct sentences or shortparagraphs in which words thatshould be able to be determined areomitted.

c. Have the student practice readingup to a word, sounding at least thefirst sound, and then reading severalwords following the unknown word.

3 Guesses at words


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3. Guesses at words

Pupils guess at new words instead ofanalyzing the correct pronunciation.

a. While the child is reading orally, theteacher should call the attention to thewords at which the reader guesses.

At the same time, help should be given in

the systematic analysis of the word. Helpin blending these sounds together.

b. As the pupil reads, circle orunderline the words that she guesses.Replace these words with blank lines andhave the student reread the material. Askher to fill in the correct words fromcontext.

14 C t d t k


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14. Consonant sounds not known

a. Construct flash cards on which theconsonant is shown along with a picture

illustrating a word that uses the consonantb. Put consonant letters on cards. As you call

the sounds of letters, have the pupil pickup the correct card to match the sound of

the letter.

c. Put various letters on the board and havethe children make lists of the words that

begin with these lettersd. Record consonant letters with their sounds

and let the students hear these as manytimes as it is necessary.


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Games: Im Thinking of a Word,

Checkers, Any Card WordPuzzles, Stand-up

(Ex. All those whose namesstart like meat, stand.)


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15. Vowel sounds not known(Activities may be likethose for No. 14)

16. Blends, digraphs, ordiphthongs not known

(Activities may be likethose for No. 14)

17. Lacks desirable structural analysis


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17. Lacks desirable structural analysis

a. Make lists of the common wordendings and have the children

underline these endings andpronounce their sounds.

b. Use multiple-choice questions thatrequire the pupils to put proper

endings on the words.Ex. The boy was (looked, looks,looking) in the window

c. Make lists or flash cards of thecommon roots, prefixes or suffixesand use them in forming new word.


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d. Make lists of all the words that can bemade from certain roots. Ex. work

works, working, worked.e. Make a list of words to which the pupil

adds prefixes or suffixes to give certainmeaning to the word.

f. Teach the pupils syllabicationprinciples

18 Comprehension inadequate


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p q

Comprehension includes the following skills:

Recognize main ideas

Recognize important detailsDevelop visual images

Predict outcomes

Recognize authors organization

Do critical reading

a. Teach the student to be aware of mental

images he is forming as he reads

b. Stress the necessity for the student to be

able to recognize the words for which he

does not know the meaning while he reads

c Teach students to constantly ask who


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c. Teach students to constantly ask who,what, when, where, and why as theyread.

d. Stress the necessity of the students tomonitor what he reads to see if heunderstands the material

e. Use some type of marker for wordsthat you think students will finddifficult to understand.

f. Tell students to think about thematerial they read

19 Vocab la inadeq ate


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19. Vocabulary inadequate

a. Whenever new words come up inlessons, stop and discuss them in

sufficient detail, so all students developa concept of their meaning.

b. Develop picture files for each unit inthe students textbook.

c. Place pictures on the bulletin board andhave students try to find as manywords as possible to describe thepictures.

d. Encourage students to use vocabularycards.

e Discuss the use of figurative


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e. Discuss the use of figurativelanguage.

f. Encourage students to discuss anddo exercises such as The ReadersDigest It pays to Increase YourWord Power.

g. Encourage students to use thedictionary to derive a wordsmeaning.

h. Teach students to prepare lists ofwords that have synonyms anddiscuss the words.

20 L k d i bl t d kill


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20. Lacks desirable study skills

Unaided recall scanty

Response poorly organizedUnable to locate information

Unable to skim

Unable to adjust rate to thedifficulty of the material

High rate at the expense of

accuracyLow rate of speed

21 Undeveloped dictionary skills


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21. Undeveloped dictionary skills

a. Make sure the child knows thesequence of the letters of the

alphabet.b. Explain the purpose of the guide

words at the top of the pages in

a dictionary.c. Teach the use of diacriticalmarkings.

d. Have the children use the

dictionary to find the propermeaning for the way in whichcertain words are used insentences.

Seminar on Remedial Reading

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