EL 119 | REMEDIAL INSTRUCTION 18

LESSON
REMEDIAL INSTRUCTION IN READING 3

REMEDIAL READING
Remedial reading refers to correcting or
improving deficient skills in specific subject.
Thus, remedial reading is a change in instruction
that helps remedy a weakness in the area of
reading.
Reading remedial programs should be
researched-based and implemented with fidelity
by teachers who have received sufficient
training. The instruction should be and should
move sequentially from the simplest concepts
the more complex. Instruction should be
consistent and intensive with teacher modeling,
guided, practice, and independent practice.
The term remedial refers to correcting or improving deficient skills in a specific subject. Thus,
remedial reading is a change in instruction that helps remedy a weakness in the area of reading.

HOW SHOULD REMEDIAL READING BE TAUGHT?

Here you can find information on the research, implementation strategies, teacher training, and
the suggested instructional framework for the Reading Horizons remedial reading program:

Strategies for Teaching Remedial Reading

Suggested Instructional Framework. Once you are empowered with effective strategies for
teaching remedial reading, here is Reading Horizons suggested instructional framework for
introducing each strategy to your students:
1. Review (2-4 min.). Give a quick review of the skills taught the day before, and connect it
to the new information.
2. Teacher Modeling (5-10 min.). Model the new concept with explicit, visual instruction.
Think out loud.
3. Guided Practice (10-15 min.). Guide students through concrete, hands-on practice that
reinforces the new concept. This can be accomplished through dictation, the use of RLCs,
and other group activities.
4. Summarize and Reflect (2-4 min.). What have we learned? How can we use this?
5. Independent Practice (5-10 min.). Students practice the skills learned, independent of
teacher or peer guidance. This can be accomplished through RLCs, Student Workbook
pages, and/or software lessons.
6. Application. Remind students to pay attention to words that follow the skill(s) taught as
they read.

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College of Teacher Education
Agusan del Sur State College of Agriculture and Technology
EL 119 | REMEDIAL INSTRUCTION 19

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: (1) 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 (2) 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).

Definition of Terms
1. 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.
2. Sight-Word Knowledge. All words any one reader can recognize instantly (with
automaticity) not necessarily with meaning.
3. Basic Sight Words. A designated list of words, usually of high -utility.
4. Knowledge on Sound-Symbol Correspondence. Also known as “graphophonic
knowledge” is the readers’ ability to use phonics, phonemic, and structural analysis
knowledge.

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

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

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College of Teacher Education
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EL 119 | REMEDIAL INSTRUCTION 20

a big reward to both tutor and learner once the learner has attained the goal.
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.

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
4. 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.
5. Vowels followed by r usually have a sound that is neither long nor short
6. 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.)
7. 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 rule, stress that the student
should be flexible; i.e., try the short vowel sound if the long one does not 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.
8. When aj, ay, ea, ee, and oa are found together, the first vowel is usually long and the
second is usually silent.
9. The vowel pair ow may have either the sound heard in cow or the sound heard in crow.
10. When au, aw, ou, oi, and oy are found together, they usually blend to form a diphthong.
11. The oo sound is either long as in moon or short as in book.
12. 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

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College of Teacher Education
Agusan del Sur State College of Agriculture and Technology
EL 119 | REMEDIAL INSTRUCTION 21

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.
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 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 these
parts, e.g., hen-house and po-lice-man.
5. Prefixes and suffixes usually form separate syllables.

REMEDIATION THROUGH PHONEMIC AWARENESS

The following are Critical Phonemic Awareness skills students should learn:
1. Sound Isolation. Example: The first sound in sun is /ssss/. Example Instruction: In sound
isolation use conspicuous strategies. 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.

Put down 2 pictures that begin with different sounds and say the names of the
pictures.
Example : “My turn to say the first sound in man, /mmm/. Mmman begins
with /mmm/. Everyone, say the first sound in man, /mmm/.”
Non-example : “Who can tell me the first sounds in these pictures?”

b. Use consistent and brief wording.

Example : “The first sound in Mmman is /mmm/. Everyone say the first
sound in man, /mmm/.”
Non-example : “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?”

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College of Teacher Education
Agusan del Sur State College of Agriculture and Technology
EL 119 | REMEDIAL INSTRUCTION 22

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/.”
Non-example : (Asking the question again or asking more questions). “Look
at the picture again. What is the first sound?”

2. Blending. In blending instruction, use scaffold task difficulty. (Example: /sss/-/ uuu/-/nnn/
is sun).
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.”
Non-example : “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?”
Non-example : “.../p/-/e/-/n/-/c/-/i/-/l/. Which picture?” (This is a more
advanced model that should be used later.)

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.
Non-example : 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?”
Non-example : Provide instruction and practice at only the easiest levels with
all the scaffolds.

BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH

College of Teacher Education
Agusan del Sur State College of Agriculture and Technology
EL 119 | REMEDIAL INSTRUCTION 23

3. Segmenting. In phoneme segmentation instruction, strategically integrate familiar and

new information. (Example: The sounds in sun are /sss/-/uuu/-/nnn/)
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.

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.
Non-example : 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.
Non-example : Letters in mastered phonologic activities are not used. Explicit
connections between alphabetic and phonologic activities are
not made.

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.

REMEDIAL VOCABULARY INSTRUCTION

Vocabulary is initially acquired in four ways:
(1) Incidentally, through reading and
conversation; (2) Through direct instruction,
as when a teacher or auto-instructional
program is used intentionally build
vocabulary power; (3) Through self-
instruction, as when words are looked up in
a dictionary or their meaning are sought from
others in a conscious manner; and (4)
Through mental manipulation while thinking,
speaking, and writing.

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College of Teacher Education
Agusan del Sur State College of Agriculture and Technology
EL 119 | REMEDIAL INSTRUCTION 24

Considerations in Remedial Vocabulary Instruction

Connect vocabulary instruction to the natural processes of word learning. The literature on
vocabulary acquisition tends to divide the teaching of vocabulary into five phases. These are:
(h) Disposition. This is opening the student’s mind and will to engage new words.
(i) Integration. Establishing ties between the meaning of a new word and the student’s
existing knowledge.
(j) Repetition. Provisions for practice distributed over time, as well as opportunities for
frequent encounters with the word in similar and differing contexts.
(k) Interaction and meaningful use. Social situations conducive to using new words in
interactions with others and, thus, mentally referencing new words in listening,
reading, writing, and speaking.
(l) Self-instruction. This is maintaining an awareness of new words outside the
classroom.

Concept-Based Approach to Vocabulary Building

(a) Identify the relevant and irrelevant features of the concept in question.
(b) Provide examples of the concept.
(c) Provide examples of irrelevant but loosely related concepts with which it might be
compared.
(d) Relate the concept by some possible smaller or subordinating concepts.
(e) Relate or categorize the concept by some possible larger or superordinating concepts.
(f) Relate or categorize the concept alongside equal or coordinating terms.

Subjective Approach to Vocabulary (SAV)

(a) Identify two to four words to be taught or pre-taught if SAV is used as a pre-reading activity.
If a word list is used, be sure to include as many words as possible that impart concepts
and feelings that you would wish students to learn.
(b) The teacher tells the student the full meaning of a word, much as it might be found in a
dictionary. It is recorded in a Word Study Journal as the “objective” or dictionary meaning.
(c) The teacher asks the student, “What does this word remind you of?” or “What do you
picture or think of when you hear this word?” Explain that discussion of a personal
association with a word can be very helpful in remembering and clarifying its meaning.
(d) The teacher talks to the student through this personal search for meaning by asking further
clarifying questions, and in group situations by pointing out those images suggested that
seem most vivid. The teacher may add his or her own images. Students are then directed
to write some “subjective” or personal associations for the new word under the previously
written dictionary definition in their journals. Drawings can be added.
(e) Silent reading follows next when SAV is used as pre-reading vocabulary development.
When it is being used for general vocabulary development, students are given 5 to 10
minutes to study and rehearse the new and previously recorded words.
(f) The teacher let the student close the Word Study Journal and asks him/her the meanings
of the words studied that day and a few others from previous days. This step can be tied
to seat exercises in conventional workbooks such as crossword puzzles, category games,
etc. This manipulation and reinforcement step can be made easier by selecting the words
to be taught from the exercise material.

BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH

College of Teacher Education
Agusan del Sur State College of Agriculture and Technology
EL 119 | REMEDIAL INSTRUCTION 25

Motor Imaging
It appears that even the highest forms of vocabulary and concept learning have psychomotor
foundations, or equivalents. Hence, motor movements associated with certain stimuli can become
interiorized as a “symbolic meaning” (Piaget, 1963 in Manzo and Manzo1993). There are three
considerable advantages to knowing this where remediation is concerned:

(a) First, since physical-sensory or proprioceptive learning can be interiorized, they also can
be self-stimulating, and as such, they are easier to rehearse and recall with the slightest
mental reminder, as well as from external stimulation.
(b) Second, proprioceptive learning is so basic to human learning that it is common to all
learners, fast and slow, and hence, ideal for heterogeneously grouped classes.
(c) Third, the act of identifying and acting out a word becomes a life experience in itself with
the word – a value that Frederick Duffellmeyer (1980) in Manzo and Manzo (1993)
demonstrated when he successfully taught youngsters words via the “experiential”
approach.

Procedure:
1. Take a difficult word from the text, write it on the chalkboard, pronounce it, and tell what it
means.
2. Ask students to imagine a simple pantomime for the word meaning (“How could you show
someone what this word means with just your hands or a gesture?”)
3. Tell students that when you give a signal, they will do their gesture pantomimes
simultaneously.
4. Select the most common pantomime observed. Demonstrate it all to the students, saying
the word while doing the pantomime.
5. Repeat each new word, this time directing the class to do the pantomime while saying a
brief meaning or simple synonym.
6. Let the students encounter the word in the assigned reading material.
7. Try to use the pantomime casually whenever the word is used for a short time thereafter.

BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH

College of Teacher Education
Agusan del Sur State College of Agriculture and Technology