Remedial Reading and

Remedial Reading Instruction

RUSTUM D. GEONZON
Education Program Supervisor
 • Explain what reading and remedial
reading mean
• Design a scenario that best describes
remedial reading instruction/teaching
• Develop appreciation on activities and
strategies that teachers engage their
students/pupils with when handling
slow and non-readers
Directions: Get a strip of paper from your trainer and do
the following:

1. Read the instruction(s) on the strip to yourself.

2. Don’t show it to anyone.
3. Understand the instruction(s) and raise your right
hand to show that you are ready.
4. Don’t talk until your turn, just listen.
5. Observe closely what others do and say.
Let’s explore the activity.
1. Tell the reasons why you like the activity.
2. If you will do an activity similar to this, do you
think your students/pupils would like it? Why?
3. What do you think are the pedagogical advantages
of this activity when used in the classroom?
4. What are the challenges that this activity have?
5. When used as a teaching-learning activity, what
challenges do you anticipate?
I hope you enjoyed it guys!
Questions :
1. What is reading?

2. What does remedial reading mean? What

factors influence reading performance?
3. What are the principles of remedial
instruction?

4. What does a teacher do when conducting

remedial reading.
Sharing of Expectations
What is
reading?
 Reading is a process of
obtaining meaning from
written text.
It is not only sounding
It involves out the word or
understanding or decoding it.
Comprehension.
Reading is a complex
process that involves
sensation, perception,
comprehension,
application, and
integration
Reading is the process of
making and getting
meaning from printed
word symbols. It is a
basic tool for learning in
all subject areas.
 Efficient reading is an active
dialogue between the author
and the reader. The efficient
reader is ready to evaluate,
challenge and criticize reading
materials
 What is REMEDIATION?
Remediation or remedial
teaching was identified as a
general process of re-teaching
In the developmental program,
remedial teaching is directed
toward each child’s specific
needs and inadequacies
The READER brings to the text:
1. Knowledge of the writing system and
orthography or spelling.
2. Knowledge of the language.

3. Ability to interpret and appropriate

knowledge of the world as assumed by the
writer.
4. A reason for reading that determines his
style.
What factors influence the
acquisition of reading
ability/performance?
 Intelligence
 Motivation
 Home background (was read to by parents,
adequate reading materials, good health,
nutrition and vitality
 Attitude of/toward parents, siblings, teachers,
peers
 Motor/ocular coordination
 Auditory discrimination
 Language facility
 Reading interest
begin by diagnosing learner’s needs
though the use of silent and oral
reading tests, or by observing the
learner
motivate learners by making goals
clear to them
Introduce reading skills in the order
of difficulty
 provide instruction at the learners’ level
 provide learners opportunities to practice
reading skills
 learners should not be grouped or labeled; it
can be frustrating
 meet the class regularly and prepare before it
 use appropriate, interesting, and interactive
materials
 provide instructional games
 assess from time to time
Activity 2. DRAW A PICTURE
of YOUR IDEA of HOW
REMEDIAL READING LOOKS
LIKE
Principles of
Remediation
 remedial programs must ne highly
individualized/customized

 remedial instruction must be organized

instruction
 consideration of the child’s principle and
learning style are necessary

 the reading program must be encouraging to

the child
 sound teaching procedures must be employed

 a carefully designed follow-up program is

necessary
Remedial reading methods
  developing word meanings, sentence
comprehension, paragraph
comprehension, word recognition
difficulties
GGGGG

 treating orientation on difficulties and

overcoming specific reading defects
  improving reading in the content
areas that apply comprehension, special
vocabulary, concepts, and use of
pictures, graphs, maps and tables
GGGGG

 improving rate of comprehension,

working against time, daily record of
results, avoiding fatigue and boredom
 Our Responses
What feelings and insights have you gained
from the discussion of the principles ?

I learned that.......
I realized that .......
So as a remedial reading teacher, I intend
to.....
Write a commitment statement based on your
learning during this session:
- What is remedial reading
- What to do when conducting a remedial reading
class
- Principles of remediation
- Factors in reading
- Understanding learners
 As a remedial reading
teacher, I commit to ………….
Niccolo Machiavelli once said,

“There’s nothing more difficult to carry out,

nor more doubtful of success,
nor more dangerous to handle,
than to initiate a new order of things”.