REMEDIAL INSTRUCTION

I. The Remedial Classroom: Organization and III. Remedial instruction in Listening

Management A. Factors Affecting Student’s Listening Comprehension
A. Organization B. Internal Factors
1. Curriculum C. External Factors
2. Instruction D. How to Improve Student’s Listening Comprehension
3. Assessment
IV. Remedial Instruction in SPEAKING
A. What makes speaking difficult
B. Management B. Teaching Pronunciation
1. Components of Remediation C. The Use of Accuracy-based Activities
D. Talking to Second Language Learners in the beginning
II. REMEDIAL INSTRUCTION IN READING level
A. Correcting Perceptual and Decoding Deficits in Word
Recognition V. Remedial Instruction in WRITING
B. Definition of Terms A. Areas of Difficulty for students with Writing Problems
C. Correcting Sight-Word Knowledge Deficit B. Qualities of strong Writing Instruction
D. Correcting Basic Sight Vocabulary Deficit C. Adaptations for struggling writers
E. Correcting Knowledge on Sound Symbol D. Teaching Handwriting
Correspondence E. Teaching Spelling
F. Remediation through Phonemic Awareness
G. Remedial Vocabulary Instruction

The Remedial Classroom: Organization and Management

*A remedial program helps students address language skills deficits by helping them acquire self-confidence to face their
own weakness and overcome these through the acquisition of self-help strategies.

*A thorough assessment must be conducted before organizing a remedial program, while consistent monitoring is
imperative in managing program.

Here are general instructional guidelines that should be considered.

 Instruction is systematic when it’s planned, deliberate in application and proceeds in an orderly manner. This does
not mean a rigid progression of one-size fits all teaching.
 Intensive instruction on any particular skill or strategy should be based on need. Thus intensity will vary both with
individuals and groups.
 There is no substitute for ongoing documentation and monitoring of learning to determine the order in which skills
should be addressed and the level of intensity required to help a child or group of children succeed in a particular
area.
 To track specific goals and objectives within an integrated language-arts framework, teachers must know the
instructional objectives their curriculum requires at the grade or year level they teach.

A.ORGANIZATION in organizing a remedial program, one must consider the following factors

1. Curriculum
a. Base goals and standards for language learning on theory and research.

b. Relate teacher beliefs and knowledge about instruction to research

c. Organize the curriculum framework so that it is usable.

d. Select materials that facilitate accomplishment of school goals.

2. INSTRUCTION
a. The program must identify instructional strategies and activities for learners.

b. Instruction must be based upon what we know about the effective teaching of language skills.
c. Those involved in designing or selecting instructional activities need to consider the variables that contribute to success in
language learning, given its interactive and constructive nature.

d. Time must be provided in the classroom for practice

e. Composing should be an integral part of the program

f. Students should be given opportunities to become independent and to self-monitor their progress.

g. The climate in a school must be conducive to the development of students.

h. The school must develop an organizational structure that meets individual needs of students.

i. The program must provide for coordination among all language programs offered in the school.

3. ASSESSMENT
a. Use assessment to guide instruction

b. Develop scoring guides and rubrics

c. Seek alignment among various layers of assessment

B. MANAGEMENT
*School based remedial sessions tend to involve 3 to 10 learners, and typically last between30 to 50 minutes, depending on
whether they are in the elementary or secondary level.

 A plan to maximize the utilization of that time should be high priority.

*To ensure that the program is effective, one must consider the six components of an ideal remedial program

These principles may also be applicable in remediation for other skills aside from reading