READING REMEDIATION for students who are struggling with reading .pdf

READING REMEDIATION for students who are struggling with reading .pdf

1. Prepared by:
SHERBETH I. DOROJA
Teacher-I

2. What
is
READIN
G?
R E A D I N G
According to VirgelHowes, it
is a subtle and complex process
that involves sensation,
perception, comprehension,
application and integration.
It is popularly known as an
active dialogue between the
author and the reader and also
the best tool for learning.
It is a multifaceted process
involving decoding, sight word
naming, comprehension,
fluency and motivation

3. IMPORTANCE
OF
READING
Through reading,
man is able to
explore the
mysteries of the
world.
Reading enables
man to uncover
some answers to
questions.

4. Research shows that students make significant gains in
reading when teachers provide interventions that are explicit
and intensive; more specifically, when teachers individualize
interventions to fit the targeted student’s deficit (Torgesen,
2004).

5. FACTORS
THAT
INFLUENCE
READING
PROFICIENCY
Spencer (2010) indicates that other contributors
may include heredity,memory, auditory
processing, and educational history. Each one of
these contributors impacts reading in their own
way, as indicated in Table 1.

6. READING
DIFFICULTIES
Congenital auditory
defect is when partial
and complete hearing
loss.
Kinetic reversal is a
problem in reading
where sequence of
letter in word are
confused, as left for
felt and was for saw.
READING
PROBLEMS
Inadequate Instruction
Lack of Appropriate
Materials
Big Unmanageable
Classes
Poor Attitude Towards
Reading
Conflict with Interests

7. READING REMEDIAL
referstocorrectingor
improvingdeficient
skillsinspecificsubject.
Isachangeininstructionthat
helpsremedyaweaknessin
theareaofreading.
What is
READING
REMEDIATIO
N/REMEDIAL
?

8. SKILLS REQUIRED FOR PROFICIENT READING
PHONEMIC AWARENESS
PHONICS
READING FLUENCY
VOCABULARY
READING COMPREHENSION

9. “Correlation studies have identified phonemic awareness and letter
knowledge as the two best school-entry predictors of how well children
will learn to read during their first two years of school” (NRP, 2000).
PHONEMIC AWARENESS
referstotheabilitytohear,identify,andmanipulatesounds
inspokenwords.Beforechildrenlearntoprint,theymustunderstand
thatwordsaremadeupofspeechsounds,orphonemes
Phonemicawarenessinstructionshould
befocusedonmultipleskill
sets.Theseskillsinclude:
Rhyming
segmentation
isolation
deletion
Substitution
blending
Rules to Teach
Phonemic Awareness
• It is not dependent on Print
• Make it Fun (Think Outside the Box)
• Work with Groups
• Play with language (Piglatin)
• Look for Teachable Moments
• Teach across Settings (Generalize)
Note: Once a student has mastered this
skill do not continue teaching.

10. PHONEMIC AWARENESS
Activities

11. PHONEMIC AWARENESS
Activities

12. PHONICS
Phonicsisthestudyofsound-symbolcorrespondenceforthepurpose
oflearningtoreadandwrite.Phonicsisessentialtoachild’sliteracy
development.Researchshowsthatyoungchildrenbenefitsignificantly
fromsystematicandexplicitinstructioninphonics.
Rules to Teach Phonics
• Make it Fun (Think Outside the Box)
• Systematically introduce Decodable
Words
• Explicitly teach Rules
• Teach Syllabication Skills
• Consider Learning Styles and
Preferred Modalities
Note:Repetition is Key

13. Teaching PHONICS activities

14. Teaching PHONICS activities

15. READING FLUENCY
Readingfluencyistheabilitytoreadtextaccurately,quickly,andwith
expression.Fluencyservestwopurposes,itgivesstudentsthe
opportunitytoreadandre-readthesametextanditprovidespractice
forstudentstoreadwhilereceivingguidanceandcorrectionsfroma
fluentreader(ReadingRockets,2012).
Rules to Teach Fluency
• Make it Fun (Think Outside the Box)
• Learn and Study Phrases (Repeated
Reading)
• Use Developmentally Appropriate
Reading Materials
• Chart Student Progress.
Note:Do not focus on grammar.

16. READING FLUENCY activities

17. READING FLUENCY activities

18. VOCABULARY
A list or collection of words or of words and phrases usually alphabetically
arranged and explained or defined.
Rules to Teach Vocabulary
• Use Multiple Modalities & Have Fun
• Encourage Wide Reading
• Teach Independent Word-Learning
Strategies (context clues/word parts)
• Teach Multiple Meanings
• Do Not Focus on Tier 3 words
Note: Teach Vocabulary directly and
indirectly providing instruction across
subjects.
25

19. VOCABULARY activities

20. READING COMPREHENSION
is the ability to understand and interpret what is read.
Rules to Develop Comprehension Skills
• Read & Re-Read
• Explicitly teach comprehension skills
• Use authentic and informal text
• Group work helps

21. READING COMPREHENSION activities
RECIPROCAL TEACHING –refers to an instructional activity in which the
students become the teacher in the small group reading sessions.
HOW TO USE RECIPROCAL TEACHING
Put the students in groups of four.
Distribute one note card to each member of the group identifying each person’s unique role. The
Summarizer,Questioner,Clarifierand Predictor
Have the students read a few paragraphs of the assigned text selection.
Encourage them to use note-taking strategies such as selective underlining or sticky-notes to help
them better prepare for their role in the discussion.

22. READING COMPREHENSION activities

25. THANK YOU