REMEDIAL READINGREMEDIAL READING

Prepared by:Prepared by:

Dr. Arminda G. CasuyonDr. Arminda G. Casuyon

I. What is remedial reading?I. What is remedial reading?A. Correcting the effects of A. Correcting the effects of

originally poor teaching and originally poor teaching and poor learning.poor learning.

B. Teaching for the first time B. Teaching for the first time those skills that were not those skills that were not taught but which should taught but which should have have been taught.been taught.

II. Types of reading difficulties.II. Types of reading difficulties.A. Word recognitionA. Word recognition

1. Word –by-word reading caused by 1. Word –by-word reading caused by over over dependence on phonics, failure to dependence on phonics, failure to recognize sight words instantly, failure to recognize sight words instantly, failure to comprehend, or may be a bad habit.comprehend, or may be a bad habit.

a. Use reading material on a lower level of a. Use reading material on a lower level of difficulty.difficulty.

b. Use familiar materials.b. Use familiar materials.

c. provide experience in choral reading.c. provide experience in choral reading.

d. Do read aloud interesting selections.d. Do read aloud interesting selections.

e. Use picture word cards.e. Use picture word cards.

2. Incorrect phrasing caused by insufficient word 2. Incorrect phrasing caused by insufficient word recognition and insufficient comprehension.recognition and insufficient comprehension.

a. Demonstrate proper phrasing by reading to a. Demonstrate proper phrasing by reading to the class.the class.

b. Give practice on reading common phrases.b. Give practice on reading common phrases.

c. Use sight phrase cards.c. Use sight phrase cards.

d. Reproduce reading passages and dividing d. Reproduce reading passages and dividing these into phrases.these into phrases.

e. Provide choral reading with several readers e. Provide choral reading with several readers who phrase properly.who phrase properly.

f. Have children read and dramatize f. Have children read and dramatize conversation.conversation.

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

3. Poor pronunciation caused by the 3. Poor pronunciation caused by the following:following:

(1) student may be weak in (1) student may be weak in phonics,phonics,

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

(3) student may have some hearing (3) student may have some hearing defect,defect,

(4) student may be a careless (4) student may be a careless reader, andreader, and

(5) student may have some speech (5) student may have some speech defect or accent.defect or accent.

a. Have children make word cards or lists a. Have children make word cards or lists and build their own file of words that and build their own file of words that they habitually mispronounce. Allow they habitually mispronounce. Allow for periodic study of these words. for periodic study of these words.

b. Have students practice in using various b. Have students practice in using various consonant sounds. consonant sounds.

c. Teach the child to use the diacritical c. Teach the child to use the diacritical marks found in the dictionary. marks found in the dictionary.

d. When the pupil mispronounces a word in d. When the pupil mispronounces a word in oral reading, call attention to the correct oral reading, call attention to the correct pronunciation with as little fuss as pronunciation with as little fuss as

possible.possible.

e. Preceding the pupil’s reading of difficult e. Preceding the pupil’s reading of difficult material, you may read it aloud. material, you may read it aloud.

f. Play games that deal with sounds.f. Play games that deal with sounds.

4. Omissions caused by insufficient word 4. Omissions caused by insufficient word recognition or word analysis skills or a recognition or word analysis skills or a bad habit of omitting certain words.bad habit of omitting certain words.

a. Call the reader’s attention to a. Call the reader’s attention to omissions when they occur.omissions when they occur.

b. Have children choral read or let one b. Have children choral read or let one childchild read a passage.read a passage.

c. Ask detailed questions that require c. Ask detailed questions that require thorough reading. Ask about only a thorough reading. Ask about only a sentence or paragraph at a time.sentence or paragraph at a time.

d. Give help with word middles or d. Give help with word middles or endings.endings.

e. Allows the child to use a paper guide.e. Allows the child to use a paper guide.

5. Repetitions caused by poor word 5. Repetitions caused by poor word recognition, poor word analysis, or the recognition, poor word analysis, or the development of bad habit.development of bad habit.

a. Call the repetitions to the student’s a. Call the repetitions to the student’s attention.attention.

b. Have the students choral read.b. Have the students choral read.c. Have the student pace with her hand and c. Have the student pace with her hand and

keep up with this pace as she keep up with this pace as she reads.reads.d. Provide easier or familiar materials in d. Provide easier or familiar materials in which the vocabulary presents no which the vocabulary presents no problem.problem.e. Let the students read the material silently e. Let the students read the material silently

before they attempt to read orally.before they attempt to read orally.

6. Inversions or reversals may 6. Inversions or reversals may be caused by the students’ be caused by the students’ failure to develop a left-to-failure to develop a left-to-right eye movement or a left-right eye movement or a left-to-right reading pattern, to-right reading pattern,

failure to develop a strong failure to develop a strong enough visual image for the enough visual image for the word, the student’s word, the student’s immaturity.immaturity.

a. Emphasize left-to-right in all reading a. Emphasize left-to-right in all reading activities.activities.

b. Have the pupils trace the troublesome b. Have the pupils trace the troublesome words with their index fingers while words with their index fingers while they sound the words.they sound the words.

c. Use flashcards to give practice on c. Use flashcards to give practice on troublesome words.troublesome words.

d. have the pupils trace the word and d. have the pupils trace the word and write it from memory.write it from memory.

e. Use a colored letter at the beginning of e. Use a colored letter at the beginning of words commonly confused.words commonly confused.

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

reversed by placing one word over reversed by placing one word over another. another. then, lines are drawn then, lines are drawn from from the first the first letter of the top word to the letter of the top word to the first letter of first letter of the bottom word.the bottom word.

7. Insertion is possibly caused by the7. Insertion is possibly caused by the student’s oral language development student’s oral language development that may surpass her reading level.that may surpass her reading level.a. Call the student’s attention to the a. Call the student’s attention to the

insertion that she may not be insertion that she may not be aware of.aware of.

b. Ask questions that require an b. Ask questions that require an exact exact answer. These questions answer. These questions can focus can focus on the descriptions of on the descriptions of the objects the objects in the story described in the story described by adjectives by adjectives that are often that are often inserted.inserted.

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

a passage that has been tape-a passage that has been tape-recorded.recorded.

8. Substitutions are caused by 8. Substitutions are caused by carelessness in reading or carelessness in reading or inadequacy in word recognition inadequacy in word recognition skills.skills.

a. Make pupils keep a file of flash a. Make pupils keep a file of flash cards ofcards of words that words that cause cause

difficulty.difficulty.

b. Work on beginning syllables b. Work on beginning syllables and/or sounds that cause and/or sounds that cause difficulty.difficulty.

c. Use the difficult words in c. Use the difficult words in multiple choice sentences multiple choice sentences that is similar to the that is similar to the following:following:

John’s father gave him a John’s father gave him a (watch, witch, water) (watch, witch, water) for for his birthday.his birthday.d. Call attention to the mistake and d. Call attention to the mistake and

correct it when it occurs.correct it when it occurs.e. Ask questions about the subject e. Ask questions about the subject matter that will reflect the matter that will reflect the pupil’s pupil’s mistakes. Have him read mistakes. Have him read to make to make corrections.corrections.

9. Basic sight words not known9. Basic sight words not knowna. Have pupils write troublesome a. Have pupils write troublesome

words on cards. Trace the word words on cards. Trace the word using the index and middle using the index and middle

fingers and sound the word as it fingers and sound the word as it is traced. (Kinesthetic method)is traced. (Kinesthetic method)

b. Use sight words that cause b. Use sight words that cause difficulty in sentences. difficulty in sentences.

Underline Underline the words.the words.c. Use pictures to illustrate some c. Use pictures to illustrate some

words.words.d. Have pupils pantomine the d. Have pupils pantomine the

troublesome words.troublesome words.

e. Use words commonly confused in e. Use words commonly confused in multiple - choice situations.multiple - choice situations.f. have the pupil read the entire f. have the pupil read the entire sentence, look at the beginning sentence, look at the beginning and and the end of thethe end of the word, and then try word, and then try to pronounce it on the to pronounce it on the basis of its basis of its context and configuration.context and configuration.g. Cut letters from sandpaper or velvet g. Cut letters from sandpaper or velvet so that the child can “feel” the word so that the child can “feel” the word as he pronounces it.as he pronounces it.h. Each day pass out a few basic sight h. Each day pass out a few basic sight words on cards to students. Each words on cards to students. Each student in turn goes to the board student in turn goes to the board and and writes his word. The class should writes his word. The class should try try to say aloud. After it is to say aloud. After it is pronounced pronounced correctly, have them correctly, have them write it in a write it in a notebook.notebook.

10. Sight vocabulary not up to grade level10. Sight vocabulary not up to grade level

a. Have the pupil read as widely as a. Have the pupil read as widely as possible on her free or low possible on her free or low instructional level.instructional level.

b. have the pupils start a card file of b. have the pupils start a card file of new new words.words.

c. Discuss meanings of new words as c. Discuss meanings of new words as you come to them. you come to them.

d. Build on the pupil’s background of d. Build on the pupil’s background of experience as much as possible.experience as much as possible.

e. Use picture word cards on which the e. Use picture word cards on which the unknown word appears under unknown word appears under

picture picture illustrating that word.illustrating that word.

11. Lacks knowledge of the alphabet11. Lacks knowledge of the alphabeta. Teach the child the alphabet song. a. Teach the child the alphabet song.

As the student sings the song, have a As the student sings the song, have a copy of the alphabet and ask thecopy of the alphabet and ask thestudent to point to each letter as it isstudent to point to each letter as it issang.sang.

b. Present a few letter each day and b. Present a few letter each day and discuss their characteristic shapes discuss their characteristic shapes such as the fact that they are ”x” such as the fact that they are ”x”

height or that they have ascenders or height or that they have ascenders or descenders.descenders.

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

d. Teach one-third of the alphabet at a d. Teach one-third of the alphabet at a time.time.

12. Unable to use context clues12. Unable to use context clues

a. Show the student that it is possible a. Show the student that it is possible to derive the meaning of words from to derive the meaning of words from their context. Example: “The their context. Example: “The careless careless boy did his work in a boy did his work in a haphazard haphazard

manner.”manner.”

b. Construct sentences or short b. Construct sentences or short paragraphs in which words that paragraphs in which words that should should be able to be determined are be able to be determined are omitted.omitted.

c. Have the student practice reading c. Have the student practice reading up up to a word, sounding at least the to a word, sounding at least the first first sound, and then reading several sound, and then reading several words words following the unknown word.following the unknown word.

13. Guesses at words13. Guesses at words

Pupils guess at new words instead of Pupils guess at new words instead of analyzing the correct pronunciation.analyzing the correct pronunciation.

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

At the same time, help should be given in At the same time, help should be given in thethe systematic analysis of the word. Help systematic analysis of the word. Help in blending these sounds together.in blending these sounds together.

b. As the pupil reads, circle or b. As the pupil reads, circle or underline the words that she guesses. underline the words that she guesses. Replace these words with blank lines and Replace these words with blank lines and

have the student reread the material. Ask have the student reread the material. Ask her to fill in the correct words from her to fill in the correct words from context.context.

14. Consonant sounds not known14. Consonant sounds not known

a. Construct flash cards on which the a. Construct flash cards on which the consonant is shown along with a picture consonant is shown along with a picture illustrating a word that uses the consonantillustrating a word that uses the consonant

b. Put consonant letters on cards. As you call b. Put consonant letters on cards. As you call the sounds of letters, have the pupil pick the sounds of letters, have the pupil pick up the correct card to match the sound of up the correct card to match the sound of the letter.the letter.

c. Put various letters on the board and have c. Put various letters on the board and have the children make lists of the words that the children make lists of the words that begin with these lettersbegin with these letters

d. Record consonant letters with their sounds d. Record consonant letters with their sounds and let the students hear these as many and let the students hear these as many times as it is necessary.times as it is necessary.

Games: I’m Thinking of a Word, Games: I’m Thinking of a Word, Checkers, Any Card Word Checkers, Any Card Word Puzzles, Stand-up Puzzles, Stand-up

(Ex. All those whose names (Ex. All those whose names start like start like meatmeat, stand.), stand.)

15. Vowel sounds not known15. Vowel sounds not known (Activities may be like (Activities may be like

those forthose for No. 14)No. 14)16. Blends, digraphs, or 16. Blends, digraphs, or

diphthongs not known diphthongs not known (Activities may be like (Activities may be like

those for No. 14)those for No. 14)

17. Lacks desirable structural analysis17. Lacks desirable structural analysis a. Make lists of the common word a. Make lists of the common word endings and have the children endings and have the children underline underline these endings and these endings and pronounce pronounce their their sounds.sounds. b. Use multiple-choice questions that b. Use multiple-choice questions that require the pupils to put proper require the pupils to put proper endings on the words.endings on the words.

Ex. The boy was (looked, looks, Ex. The boy was (looked, looks, looking) in the windowlooking) in the window c. Make lists or flash cards of the c. Make lists or flash cards of the common roots, prefixes or suffixes common roots, prefixes or suffixes and and use them in forming new word.use them in forming new word.

d. Make lists of all the words that can be d. Make lists of all the words that can be made from certain roots. Ex. work – made from certain roots. Ex. work – works, working, worked.works, working, worked.

e. Make a list of words to which the pupil e. Make a list of words to which the pupil adds prefixes or suffixes to give adds prefixes or suffixes to give certain meaning to the word.certain meaning to the word.

f. Teach the pupils syllabication f. Teach the pupils syllabication principlesprinciples

18 Comprehension inadequate18 Comprehension inadequate Comprehension includes the following skills:Comprehension includes the following skills:

Recognize main ideasRecognize main ideasRecognize important detailsRecognize important detailsDevelop visual imagesDevelop visual imagesPredict outcomesPredict outcomesRecognize author’s organizationRecognize author’s organizationDo critical readingDo critical reading

a. Teach the student to be aware of mental a. Teach the student to be aware of mental images he is forming as he readsimages he is forming as he reads

b. Stress the necessity for the student to be b. Stress the necessity for the student to be able to recognize the words for which he able to recognize the words for which he does not know the meaning while he readsdoes not know the meaning while he reads

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

d. Stress the necessity of the students to d. Stress the necessity of the students to monitor what he reads to see if he monitor what he reads to see if he understands the materialunderstands the material

e. Use some type of marker for words e. Use some type of marker for words that you think students will find that you think students will find difficult to understand. difficult to understand.

f. Tell students to think about the f. Tell students to think about the material they readmaterial they read

19. Vocabulary inadequate19. Vocabulary inadequatea. Whenever new words come up in a. Whenever new words come up in lessons, lessons, stop and discuss them in stop and discuss them in sufficient detail, sufficient detail, so all students so all students developdevelop

a concept of their meaning.a concept of their meaning.b. Develop picture files for each unit in b. Develop picture files for each unit in the the student’s textbook.student’s textbook.c. Place pictures on the bulletin board and c. Place pictures on the bulletin board and

have students try to find as many have students try to find as many words as possible to describe the words as possible to describe the pictures.pictures.d. Encourage students to use d. Encourage students to use “vocabulary “vocabulary

cards.”cards.”

e. Discuss the use of figurative e. Discuss the use of figurative language.language.

f. Encourage students to discuss and f. Encourage students to discuss and do exercises such as The Reader’s do exercises such as The Reader’s Digest “It pays to Increase Your Digest “It pays to Increase Your Word Power.”Word Power.”

g. Encourage students to use the g. Encourage students to use the dictionary to derive a word’s dictionary to derive a word’s meaning.meaning.

h. Teach students to prepare lists of h. Teach students to prepare lists of words that have synonyms and words that have synonyms and

discuss the words.discuss the words.

20. Lacks desirable study skills20. Lacks desirable study skills

Unaided recall scantyUnaided recall scanty

Response poorly organizedResponse poorly organized

Unable to locate informationUnable to locate information

Unable to skimUnable to skim

Unable to adjust rate to the Unable to adjust rate to the difficulty of the materialdifficulty of the material

High rate at the expense of High rate at the expense of accuracyaccuracy

Low rate of speedLow rate of speed

21. Undeveloped dictionary skills21. Undeveloped dictionary skillsa. Make sure the child knows the a. Make sure the child knows the sequence of the letters of the sequence of the letters of the alphabet.alphabet.b. Explain the purpose of the guide b. Explain the purpose of the guide

words at the top of the pages in words at the top of the pages in a dictionary.a dictionary.

c. Teach the use of diacritical c. Teach the use of diacritical markings.markings.d. Have the children use the d. Have the children use the dictionary to find the proper dictionary to find the proper meaning for the way in meaning for the way in which which certain words are used in certain words are used in sentences.sentences.