CC12-ENG 15:

READING DIAGNOSIS AND REMEDIATION

Prepared by: JUDIE ANN R. DANIOLA
LETTER TO STUDENTS

WHAT IS READING DIAGNOSIS?

This course is designed to provide participants with practice in current
research-based assessment, diagnosis, and intervention and
accommodations for struggling readers and diverse learners with
literacy difficulties. Participants explore informal and formal
assessments for progress monitoring. In addition, participants examine
assessment results and create assessment reports with
recommendations.
Before you can proceed to the reading diagnosis and remediation to
your future participants. Here are the do’s and don’ts:
DO

1. Emphasize confidentiality and data security in the survey

process
2. Outline how feedback will be reviewed and the approach for
taking action
3. Emphasize the (short!) time commitment needed to complete
the survey
4. Explain features important to your team’s willingness to
participate
5. Role model the behavior you’re seeking

DON’T’S

1. Ask the parents directly that you want their child to be your
participant.
2. Inadvertently reference how you would like participants to
respond

I hope you enjoy and learn as you take this milestone in the
teaching academe.

2|Page
Reading Remediation and Diagnosis, Compostela Valley State College
 COURSE OVERVIEW

Course Title READING DIAGNOSIS AND REMEDIATION

Course Description This course is designed to update Pre-Service Teachers

on the rudiments of reading and build their capability in
diagnosing and remediating difficulties of learners. This
will also enhance their skills in adapting and developing
instructional materials.

Units / Credit Equivalent

3 units
Course Outcomes  Explain factors that affect one’s reading skills
 Identify appropriate tools in diagnosing reading
difficulties
 Diagnose the reading difficulties and problems of
learners using various tools.
 TABLE OF CONTENTS

Module 1: The Nature of Reading

Lesson 1: Reading Ability …………………………………………… 8

Lesson 2: Environmental and Psychological and factors in Reading Difficulty 14
Lesson 3: Physiological & Sociological Causes of Reading Difficulties …… 20
Module Assessment …………………………………………………………… 26
Module Summary........................................................................................................27
Reference......................................................................................................................28

Module 2: Reading Diagnosis

Lesson 1: The Nature of Reading Diagnosis ………………………………. …. 30
Lesson 2: The Flexibility Reading Models ……………………………………. 35
Lesson 3: Developmental Flexibility of Reading Model …………………… 40
Module Assessment......................................................................................................49
Module Summary........................................................................................................51
Reference......................................................................................................................52

Module 3: Instructional Approaches to Struggling Readers

Lesson 1: Elements of Effective Reading...................................................................55

Lesson 2: Remedial Techniques..................................................................................62
Lesson 3: Remedial Programs.....................................................................................70
Module Assessment ……………………………………………………………. 76
Module Summary………………………………………………………………. 77
Reference……………………………………………………………………….. 78

Module 4: Teaching Basic Reading Skills

Lesson 1: Print Awareness...........................................................................................80

Lesson 2: Reading Fluency…………………………………… 84
Lesson 3: Reading Comprehension ……………………………….... 89
Module Assessment …………………………………………………………. 96
Module Summary……………………………………………………………. 99
Reference……………………………………………………………………… 100
Appendices…………………………………………………………………… 101
 Module 1

The Nature of Reading

Reading Ability
Environmental and Psychological factors in Reading Difficulty.

 Sociological andPhysicalCausesofReading
Difficulties

Welcome to our module 1 in ENGLISH 15! This module provides the

concepts and understanding about the importance of reading and remediation, how do
children learn from it and its goals.
As we all know, reading is a pervasive activity that has not been clearly defined up to
date. Reading means dealing with language messages in written or printed form.
Furthermore, reading bringing meaning and getting information from printed or
written material. Hence, learning without reading is meaningless.

At the end of this module, you are expected to:

 Discuss the reading ability;
 Differentiate the reading abilities you can apply in reading a book.
 Analyze the situation in making diagnosis in reading problems.
 Identify the factors that may affect the teaching-learning process.
 Discuss the factors that affect reading;
 Create a reading strategy and activities to aid reading difficulties

Lesson 1
Reading Ability
 Discuss the reading ability;
 Differentiate the reading abilities you can
apply in reading a book.

Introduction:
 Hello students! How are you? You are now here at our lesson 1. This lesson is
all about the reading ability that will help your learners in learning to read. There are
activities prepared for you to explore and understand, start now!

as given a task to read CVC words. Instead of reading /cat/ she read it as /c/ /a/ /t/. Blending words was even more challen

1. What are the tools you can use to assess the reading capacity
of your learner?

Recall an instance when

you were teaching a
particular topic and you
were frustrated of the
2. What are the strategies you can employ to help the need of your
outcome, then answer
learner?
the questions on the
right side of this box.

3. As a future teacher, how will you address this problem?

 Analysis

 What do you think are the factors that affect the reading ability
of your learner?
 What are the appropriate strategies in teaching reading
difficulties?
 What are the reading skills that a learner must know to have
mastery in reading?
 Based on the activity above, what is the importance of reading?

Abstraction

Reading is a cognitive process of decoding symbols to derive meaning from

text. Three Components of Reading
1. Decoding
2. Comprehension
3. Retention

Decoding- refers to the process of translating a printed word into a sound.

Two Skills in Decoding:
1. Identification Skill
2. Word Attack Skill

Comprehension is defined as the level of understanding of a text/message. This

understanding comes from the interaction between the words that are written
and how they trigger knowledge outside the text/message.
Retention - the condition of retaining (keeping) something. It could be in the
short-term memory or long-term Memory.
 Reading Ability Teaching Strategies
1. Vocabulary
2. Comprehension Motor-Ocular
3. Literary Discrimination Appreciation Attitude of/toward
4. Study Skills

Factors Affecting Reading

1. Physical & Physiological Development
• Physical Health
> Malnutrition - lack of proper nutrition, caused by not having enough to eat,
not eating enough of the right things, or being unable to use the food that one
does eat. > Illness - a disease or period of sickness affecting the body or mind.
• Visual defects
> Refractive Errors
 Myopia or Nearsightedness - is a condition of the eye where the light that
comes in does not directly focus on the retina but in front of it, causing the
image that one sees when looking at a distant object to be out of focus, but in
focus when looking at a close object.
 Hyperopia or farsightedness - a condition in which visual images come to a
focus behind the retina of the eye and vision is better for distant than for near
objects
 Astigmatism - a defect in the eye or in a lens caused by a deviation from
spherical curvature, which results in distorted images, as light rays are
prevented from meeting at a common focus.
Text and Content
• Text Organization and Structure
• Readability
• The Reading Teacher Other Factors Physical and
Clinical Factors
• Cognitive Deficiencies
• Early Language Impairment
• Acquired proficiency in language
• Verbal Memory
• Lexical and syntactic skills
 10 Strategies for enhancing reading ability

 Record students reading aloud on their own. If certain sound-letter

combinations or words are causing problems, teachers will benefit from
listening to the child read out loud. However, this activity can be
extremely stressful in front of a classroom of kids, particularly for a
student who struggles with fluency. It is best to avoid calling on
struggling readers during group reading and instead have them work
through a paragraph on their own. Make a recording that can be
analyzed later on by a teacher or tutor in order to provide targeted help.
 Ask kids to use a ruler or finger to follow along. Decoding is easier
when students don’t lose their place as they move across a page. It’s up
to the individual student how they go about this. Some may want to use
a pen or pencil, others a piece of paper that they move down to cover
the bottom of the page and stay focused on the sentence in front of
them. This is also a good strategy for readers with ADHD because it
involves a kinesthetic element.
 Have them read the same thing several times. When you’re trying to
improve fluency, it helps to see the same text multiple times. Each
reading becomes easier and motivation goes up as students experience
enhanced fluency thanks to repeat exposure to words and phrases. It can
also help when it comes to developing comprehension skills as readers
have more opportunities to notice contextual cues.
 Pre-teach vocabulary. Prime the words a student is going to see in a
text and practice reading them in isolation or in phrases. You might do
this via an interactive classroom-based activity. Get students to use the
words and then practice reading them from the board or on a piece of
paper. Crossword puzzles can be an effective teaching tool or playing a
spelling game. It’s much easier to read a word if it is fresh in memory.
  Drill sight words. Some words are more common than others and
students who have a hard time with fluency will find it is much easier to
read when they are familiar with 90% of the vocabulary in a text.
Around 50% of all books and classroom-based materials for young
readers are composed of words from the Dolch List.
 Make use of a variety of books and materials. If a student has difficulty
with reading it can be even more of a struggle to practice with material that
is not of interest to them. Sometimes all it takes is getting readers excited
about a topic to help them lose themselves in the activity. Try
chapter books, comics and poems. Even picture books can work as long as
the student doesn’t perceive the material as being below their level.
Experiment with texts of different lengths starting with shorter material and
gradually working up to longer pieces.

 Try different font and text sizes. If there’s a visual impairment that is
causing some of the difficulty, reading larger text or text printed on color
tinted paper can sometimes make things easier. If you’re accessing this
article on your computer check the top right corner of the screen for an
“Accessibility Me” button which will allow you to experiment with
different color, font and size combinations while you finish reading this list.
There are specific fonts which are more appropriate for anyone with
learning difficulties, including dyslexia, because they help with discerning
letters and decoding language.

 Create a stress-free environment. When students are enjoying a book,

anxiety and stress are reduced and fluency is enhanced. It’s also possible to
foster a relaxing environment by removing any deadlines, time-limits or
assessment related goals and just focusing on classroom reading for
reading’s sake.
 APPLICATION
Directions: Find these 3-reading materials and answer the following
questions:

 What is/are the goals of each reading material?

 What is/are your reading experiences?
 What is/are the difference of each reading material? Make a
chart or Venn diagram.

MAGAZINE STORYBOOKS NEWSPAPER

Congratulations! You have just finished the lesson 1. You did

very well! If there are some clarifications about the topic, you
may ask your teacher through private message or during your
face-to-face interactions.
Now, are you excited for our next lesson? It will give you ideas
about the factors that causes reading disabilities to children. If
you are ready please proceed to lesson 2.
Lesson 2 Environmental and Psychological
factors in Reading Difficulty

Analyze the situation in making diagnosis in

reading problems.
Identify the factors that may affect the teaching-learning process.

INTRODUCTION
In this module, we will explore some of the factors that are associated with difficulty in
reading. Reading problems can be rooted in neurological and cognitive factors. Environmental
factors include the student’s home, school, social, and cultural environments. Difficulty in
reading can also be linked with emotional factors. Reading difficulty is often associated with
intelligence and intellectual factors. Language factors also affect reading performance. A
summary of the factors that are associated with difficulty in reading is shown in Figure 2.1
 Analysis

 Based on the illustration above, which factor affects the most in learning to read?
Why?

 Is there a hierarchy of learning factors in reading? Why or why not?

 What do you think is the implication of the factors that affect reading to the teaching
learning process?

 Identify the factors that may affect the reading ability.

Environmental Psychological
 Abstraction

Neurological Factors
A student’s problem in reading can be linked to intrinsic neurological and cognitive factors
within the individual student. Every teacher has had experience with a student who struggles
with reading difficulty, despite having a dedicated family, a nurturing school environment,
average or above-average intelligence, and many economic advantages.
 The term dyslexia is sometimes used to describe individuals with severe reading
disabilities, individuals who acquire reading abilities with extreme difficulty. Genetic
differences in the brain make learning to read a struggle for children with dyslexia.
 The term cognitive processing refers to the mental activities that an individual uses in
learning, such as visual processing, auditory processing, memory abilities, or
language-related abilities. Cognitive processing deficits can interfere with the way
that students understand information presented to them. For some students with a
reading disability, cognitive processing deficits can play a major role.

Environmental Factors
Environmental factors are associated with reading disability. Students live and grow in
several different environments, and each environment has a strong influence on student
desires and abilities to learn. Environments include the student’s home environment,
school environment, social environment, and cultural environment. Each of these
environments can affect a student’s reading.
The Home Environment
The home is the child’s first environment. The child’s home environment can be the
foundation for tremendous cognitive growth and development. The child’s experiences that
occur during the critical first 5 or 6 years of life have powerful influences on a child’s
development. In the home environment, parents can provide emotional well-being as well as
intellectual stimulation. For example, a child’s early development of self-concept is
dependent on the support and encouragement of parents. Studies that compare good and
poor readers show that students who experience success are much more likely to have a
favorable home environment. Parents can also stimulate their child’s love for reading.

The School Environment

A substantial portion of students’ waking hours is spent in school, and so the experiences
and relationships in the school environment profoundly affect their lives. For the poor
reader, school experiences are often unhappy ones. At times, even a well-meaning, stable
family may not be able to prepare a child for the school situation. Even in affluent neighbor-
hoods, teachers are noticing changes in the home environment, such as an increase in family
breakups.

Strategies to help aid the Reading Difficulty

Differentiated Instruction
Differentiated instruction is an often-recommended approach to teaching students in general
education. Differentiated instruction reflects a philosophy of teaching that enables the
teacher to meet the specific needs of each student, capitalizing on the unique strengths and
weaknesses of each student. That includes the student’s individual interests, talents, way of
processing information, and other proclivities. The approach of differentiated instruction
involves teaching by matching individual student characteristics to instruction.

Cognitive Strategy Instruction

Cognitive strategy instruction (CSI) focuses on how students learn rather than
on what they learn. It is an explicit instructional approach that teaches students
specific and general cognitive strategies to improve learning and performance.
Many students with reading problems are inefficient and ineffective strategic
learners. Cognitive routines help students regulate and monitor their reading
comprehension. The ability to identify and utilize effective strategies is a
necessary skill for reading comprehension.
 APPLICATION
CASE PRESENTATION

On December 27, 2006 a nine-year-old boy presented for evaluation for a reading
disorder. He also had severe asthma, some bouts of otitis media, seasonal mold
allergies, and occasional headaches. The pregnancy was uneventful until the 39th
week, when his mother had edema, headaches, and high blood pressure. Because the
fetus was in distress, her doctor induced her with oxytocin. After more than six hours
of difficult labor, the physician delivered him with the assistance of a vacuum suction
tube. As a result, he had a cone-shaped head that lasted several weeks.

He was a sickly child since he contracted asthma at two months of age. Taking many
asthma medications over the years, he did not “grow out” of it and consequently
missed a lot of days at school. He did not have any surgery or dentistry and was up to
date on all of his immunizations. He had the usual boy traumas but had never been
unconscious.

His first-grade teacher notified his parents of a reading problem. During class he
received extra one-on-one help to improve his skills. In the middle of second grade he
fell further behind even with classroom assistance, and the school recommended a
reading specialist to his parents. She began working with him in January 2006 in the
middle of second grade, about a year before therapy started, and finished in August
2007 just before entering fourth grade, a few months after therapy was completed.

Q U E S T I O N S to P O N D E R
 What do you think is the core problem of the case presented?
 Does the environmental factor affect the reading disability of the child?

 What evidence/s can you find in the case presented on how the child acquire
the reading disorder? Justify your answer.

Congratulations! You have just finished the lesson 2. You did

very well! If there are some clarifications about the topic, you
may ask your teacher through private message or during your
face-to-face interactions.
Now, are you excited for our next lesson? It will give you more
ideas about the factors that cause reading disabilities to children
and what can you do as a teacher. If you are ready please
proceed to lesson 3.
Lesson 3 Physical & Sociological
Causes of Reading
Difficulties

Discuss the factors that affect reading;

Formulate a reading strategy and activities to aid reading difficulties

INTRODUCTION

Hi students! I know that you’ve learn from the previous lesson the
neurological and environmental factors that may affect the reading process.
So today, you are going to learn the Physical and sociological causes of
reading difficulties. Are you ready? Then we’ll start the lesson now.
Successful interactions with friends
provide students with many satisfactions and
opportunities to gain confidence in themselves.
Many students with reading problems, however,
also have social difficulties. These students
have difficulty making friends, have problems
interacting with others, and do not understand
the nuances of social situations.

PICTUREANALYSIS
Examine and analyze the pictures below. Look at the picture below and
reflect on it. Enjoy the activity.
 What have you observed in the
given pictures? Why?

 When you examine the pictures,

what do you think is/are the
reading problems experienced by
the learners? Why do you say
https://ph.images.search.yahoo.com/search/images
so?

 As an aspiring teacher in the

future, what do you think you
can do to address this problem?

https://ph.images.search.yahoo.com/search/images
 Abstraction

The Social Environment

When children develop typically, they learn social skills in a casual and informal
manner. Through many incidental experiences, they learn appropriate ways of acting
with people—what to say, how to behave, and how to give and take in a social
situation. Students with reading and social problems, however, may not be sensitive to
social nuances, and they may be unaware of how others interpret their behavior.
Further, in contrast to normal achievers, low-achieving students tend to overestimate
their own popularity. They seem unable to recognize their own social shortcomings
and have difficulty relating to peers in a social setting. Often, students with reading
and social problems may be unable to accommodate themselves to another person’s
point of view. Their chances for successful social interaction with peers are reduced
because they fail to consider the needs of other people.
Hearing Impairment
The ability to acquire reading skills may be severely affected by even moderate or
temporary hearing loss, students should be screened for auditory acuity, or the ability to
hear sounds. Auditory acuity is different from the ability to work with or distinguish
words. Hearing loss has several causes: childhood diseases, such as scarlet fever,
meningitis, mumps, or measles; environmental conditions, such as repeated exposure to
loud noises; congenital conditions, such as the malformation of or an injury to the hearing
mechanism; temporary or fluctuating conditions, due to allergies, colds, or even a buildup
of wax in the ears; maternal prenatal infections, including rubella; middle-ear infection or
problems; and the use of certain medications, such as aminoglycosides and some diuretics.

Visual Impairment
The ability to see clearly is critical to the reading process. However, the relationship
between reading and vision is complicated. A particular visual impairment may impede
reading in one individual, but another person with a similar problem may be able to read
effectively.
Types of Vision Problems.
Several types of visual impairment are of concern to the reading teacher. These
impairments include myopia, hyperopia, astigmatism, binocular vision problems, and
color perception.
 Myopia, or nearsightedness, is the inability to see objects at a distance. Myopia is
caused by an elongated eyeball that focuses visual images in an improper way.
Although the problem of myopia is not highly related to reading difficulty, a
student with myopia could have difficulty seeing objects such as writing on the
blackboard. A substantial portion of the population is myopic; the condition often
begins between the ages of 9 and 12. Myopia is usually correctable with
eyeglasses.
 Hyperopia, or farsightedness, is the inability to see objects clearly at near point
(that is, 13 inches or less). In children, it is often caused by an eyeball that is too
short to permit focusing. Children are typically hyperopic until they reach the age
of 7 or 8; thus, primary-grade textbooks generally contain large print. If hyperopia
is a continuing problem, it can be corrected with lenses. Because reading is done at
near point, hyperopia can affect the ability to read.
 Astigmatism is the blurring of vision because of irregularities in the surface of the
cornea. This condition is generally correctable with lenses.
 Binocular difficulties refer to the inability to focus both eyes on the same object,
one of the most complicated of the visual functions. Both eyes focus together
easily on an object that is far away, but as that object moves closer, the eyes must
turn inward to maintain their focus. If the eyes cannot focus together, a double
image may result.
 APPLICATION
Formulate a session plan that will address the needs of the reading difficulty of the learner.

SESSION PLAN
Student-Teacher:
Objective/s:
Date:
Duration:

Timing Student- Learner Resources/ Assessment Functional

Teacher Activities References Methods Skills
Activities
ACTIVITY 2
Make a reading material intended for those learner/s who is/are having
difficulties in reading.
 MODULE SUMMARY

Numerous factors are associated with reading disabilities. Experts recognize today that a
student’s reading problem can be linked to intrinsic neurological and cognitive factors.
 Neurological and cognitive factors within the student affect reading achievement.
Considerations include differentiated instruction, working memory, and cognitive
strategy instruction.
 Environmental factors include the home, school, cultural, and social environments.
The home is the child’s first environment, where the critical learning of the early
years occurs. The school environment is another important system for the student,
one that is often difficult for students with reading problems. Students with reading
disabilities tend to have difficulty in their social environments. The cultural
environment is another system that affects attitudes and interest in reading.
Methods of assessing environmental systems include several systems of
observation.
 Physical factors are also related to reading disability. Hearing impairment,
including a mild or temporary hearing loss, can affect language learning and
learning to read. The audiometer is used to screen for hearing loss. Visual
impairment is also related to reading disability. Visual problems include myopia,
hyperopia, astigmatism, poor binocular vision, and perhaps color sensitivity.
Teachers can screen for visual impairment.
 MODULE ASSESSMENT
Modified TRUE or FALSE
Read each statement carefully. Write TRUE if the statement is true and if FALSE
change the underlined word or phrases to make the statement correct. Write your
answer in the blank before the number.
1. Hyperopia, is the inability to see objects at a distance.
2. Sounding out the words refers to the process of translating a printed word into a
sound.
3. Visual problems include myopia, hyperopia, astigmatism, poor binocular vision,
and color insensitivity.
4. The school is the child’s first environment, where the critical learning of the early
years occurs.
5. Differentiated Instruction is an implicit instructional approach that teaches students
specific and general cognitive strategies to improve learning and performance.
6. Dyslexia is sometimes used to describe individuals with mild reading disabilities,
individuals who acquire reading abilities with extreme difficulty.
7. Observation is the key method in assessing the environmental system.
8. When you are reading aloud the same word over and over again, you are
improving their print skills.
9. Social issues offers a way for students to discuss the how and why in the society.
10. Differentiated instruction reflects a philosophy of teaching that enables the teacher
to meet the specific needs of each student.
 REFERENCES

Baker, S., Lesaux, N., Jayanthi, M., Dimino, J., Protcor, C.P., Morris, J.,
Gersten, R., Haymond, K., Kieffer, M/J., Linan-Thompson, S. and Newman-
Gonchar, R. (2014). Teaching academic content and literacy to English
learners in elementary and middle school (NCEE 2014-4012). Washington,
DC: National Centre for Education Evaluation and Regional Assistance,
Institute of Education Sciences, US Department of Education.

Balfe, T. (2008). Using the structured whole word reading programme

Edmark to help struggling students with autistic spectrum disorders and
severe learning difficulties to read. The SLD Experience,50.

Barret, M. and Varma, V. (1996). Educational Therapy in Clinic and

Classrooom, London: Whurr Publishers.

Bear, D.R, Invernizzi, M., Templeton, S. and Johnton, F. (2008). Words

their Way: Word study for phonics,vocabulary and spelling instruction (4
edition). Upper Saddle River, New Jersey: Pearson.

Binder, C., and Watkins, C.L. (1990). Precision Teaching and Direct
Instruction: Measurably superior instructional technology in schools.
Performance Improvement Quarterly, 3 94), p74-96.

Bishop, D.V. and Snowling, M. (2004). Developmental dyslexia and

specific language impairment: Same or different? Psychological Bulletin,
130, 858- 888.
 Module 2

Reading Diagnosis
In this module…….

Models diagnosisfor reading

TheNatureofReading Diagnosis
DevelopmentalFlexibility of Reading Model

INTRODUCTION

As surprising as it may seem, though, an important, successful life would

not even be, without one essential element: teachers. In this module you will learn the
importance of diagnosis in reading and how you, as a teacher, can be effective in the
teaching-learning process.

We will begin our discussion with a brief history of reading diagnosis. Much of what has
been learned about the nature of children’s reading difficulties has been learned in reading
clinics, where clinicians work one-on-one with children. Nevertheless, classroom teachers
have some important advantages in reading diagnosis; we consider these as we examine
differences between the perspectives of reading clinicians and classroom teachers. Finally,
we introduce a model to guide our diagnostic thinking.
 Describe the diagnostic tools for reading;
 Create a flow chart of the diagnostic procedures
 Describe the flow of the reading diagnosis through its model;
 Evaluate the diagnostic decisions of the reading skills to their future students.
 Identify the different reading model in the teaching-learning process.
 Formulate a diagnosis based upon the reading disability.
Are you ready? Then let us start the lesson now!
 The Nature of Reading Diagnosis

Describe the diagnostic tools for reading;

Create a flow chart of the diagnostic procedures

Case 1.1
John is nine years and two months old and is in the
fourth grade. His teacher, Tessa, has found that he
has
gnostic scheme, which are the areas of John’s difficulty? As we learned at the considerable
beginning difficulty
of this chapter, Tessaunderstanding not
is seeking a better only
understanding of J
his social studies and science textbooks but also the
stories in the third-grade-level reading book used
by
her slowest-paced group. His oral reading,
however, is flawless, and he even reads the social
studies and science passages with considerable
fluency. Tessa first noticed that he has extremely
vague concepts pertaining to biological terms and
then pursued his understanding of more common
terms. She found that he knows only superficially,
or not at all, words from his reading book such as
revenge, comrade, foundation, and craftsmen.

Analysis
From this brief description of his reading, what are his areas of strength on which she could build?
  What are your ideas about how Tessa might provide support so that John
would feel that he is a part of the classroom group and be encouraged to
continue to develop his reading strategies?

 Does John have any problems in reading, and if so, in what area(s)? What
evidence supports these conclusions?

read. Identification is the narrowest of these and also the most common practice. But ascertaining the level of an individua

Abstraction
 In the diagnostic proces3, the worker obtains information from the client,
interprets and synthesizes it. He tries to understand the individual in his own
terms, in relation to his own meanings and values. Then, he uses this
understanding to develop his strengths and overcome his weaknesses. Thus,
diagnosis leads directly to remedial action; they go hand in hand, each
contributing to the other.
 Diagnosis underlies prevention as well as remediation of reading difficulties: it
makes possible a diagnostic curriculum, based on an understanding of the
student's capacity, previous knowledge, difficulties, interests, attitudes, and
values. Such understanding leads to diagnostic teaching, which makes
individualized instruction possible by knowledge of appropriate experiences to
provide for each student.
Diagnosis on different levels
 First, is consists of multiple-choice exercises, each exercise representing a
different degree of adequacy in the solution of the stated problem. The
test's validity was indicated by statistically significant differences amen
groups of undergraduates, experienced teachers, and reading teachers.
 On a second level, clues to other aspects of the pupil's behavior that
influence his reading performance can be observed or ascertained through
interviews and personality tests. For example, the teacher or clinician may
note a general passivity or low energy level that may be preventing a
student from putting forth the effort that reading demands.
 A third level of diagnosis attempts to analyze the student's reading process
rather than merely to describe his reading performance. In this test, the
reading process is described from intake to output through the steps of
reception, perception, differentiation, association, retention, and retrieval
leading to motor, visual, or vocal output. In such a differential diagnosis,
specific strengths and deficiencies can be detected and necessary remedial
measures, instruction, and practice can be given.
 A fourth level of reading diagnosis is concerned with other mental abilities
underlying success in reading such as visual memory and association.
 A fifth level of diagnosis related to reading improvement involves clinical
analysis of personality traits and values. Administered and interpreted by a
trained clinician, these analytical techniques may be influential in
understanding an individual's reading performance. Such techniques as the
figure drawing, incomplete sentences, Rorschach, Thematic Apperception
Test (TAT), and other projective techniques may supplement, confirm, or
contradict impressions gained from observation.
 A sixth level of diagnosis is the neurological examination of possible brain
damage, neurological disorganization or malfunctioning, hemispheric dominance,
and other pathological conditions.
 A seventh level is through introspective reports. On this level, the reader is invited
to describe his process in reading selected articles. This aspect as yet has been
barely explored. In the future, it may yield significant insights. While giving
instruction, teachers may ask children how they managed to pronounce an
unfamiliar word, or know the meaning of a word they had not been taught, or
arrive at the meaning of a sentence or paragraph.
 APPLICATION
 Make a process flow of the diagnostic procedures. Consider the sample below.

https://ph.images.search.yahoo.com/search/images;_ylt=AwrwJQ2sEEFfBFIAwJ21Rwx.;_ylu=X3o
DMTBsZ29xY3ZzBHNlYwNzZWFyY2gEc2xrA2J1dHRvbg

Congratulations! You have just finished the lesson 1. You did

very well! If there are some clarifications about the topic, you
may ask your teacher through private message or during your
face-to-face interactions.
I hope it give you a lot of learning. If you are ready please
proceed to lesson 2.
 Models for Reading Diagnosis

Describe the flow of the reading diagnosis through its model;

Make a diagnostic decisions of the reading skills to their future students.

Introduction:
Reading diagnosis and instructional planning assumes that students are active problem
solvers. Therefore, the manner in which they develop reading skill is influenced by the
instructional tasks they confront from grade to grade. For example, if students are
instructed with a systematic phonics program, they learn to solve a set of problems
somewhat different from the ones they encounter if they are instructed with a literature-
based program that emphasizes comprehension and writing.
Case 1.2
Mary is seven years old and in the second
grade. She is currently in the middle reading
group, which uses second-grade-level
nature of Mary’s reading. What do you consider to be his reading strengths and difficulties?
materials. When she reads aloud during reading
instruction, she does so fluently, making few
errors. However, many of her answers to post
reading questions show that she has not
understood major events within the story. Her
answers to questions about important terms
within the story reveal that she has a good
command of English and is more
knowledgeable than other students in the
group.
 Analysis

 From this brief description of her reading, make a Venn diagram to state the
strength and weaknesses of Mary’s reading capacity.

 Consider how we might make sense of these reading characteristics. Does Mary
have a reading problem, and if so, what is its nature?

 What must you know in order to accurately diagnose the nature of your
students’ reading difficulty?
 In the model of reading diagnosis shown in Figure 1.1, the
central and most important process in reading is
comprehension, the ability to reconstruct meaning from
printed text. This means that the goal of reading is to
comprehend the reading materials that are part of
instruction. Certain underlying processes such as print skill
and vocabulary knowledge are viewed as supporting
Abstraction effective comprehension. These underlying areas become
important if a student is experiencing difficulty with
comprehension.
Major Diagnostic Decisions
 Comprehending Text
The first decision you need to make is to determine whether your students
comprehend the textual materials that are part of instruction; if they don’t,
you can conclude that they are experiencing problems in reading. We believe
that a student’s expected reading level—and whether he or she has a reading
problem—should be established in terms of the level of materials used by the
class or the student’s subgroup. If a student is able to read and comprehend
classroom material, we conclude that he or she has no reading problem. The
student can be assigned the appropriate materials and given suitable
instruction during the daily reading lesson.
 Print skill
refers to the ability of readers to translate printed symbols efficiently into
spoken language or meaning. This area includes not only skill with phonics,
structural analysis, and syllabication, which permit a student to identify
previously unknown words, but also the acquisition of a set of words that are
recognized instantaneously. It includes the proficient integration of word
recognition and word identification.
 Vocabulary knowledge
refers to knowledge of the key words contained in particular reading
selections as well as the encompassing concepts being conveyed and the ways
word meaning is revealed by context. For example, to understand a passage
about the discoveries of Copernicus and Galileo, students must be familiar
with the meanings of such words as planet and telescope; beyond these, the
encompassing concept of “movement” is central to an understanding of how
the solar system works. Students differ in the extent to which they can
comprehend a passage without adequate knowledge of the concepts they are
presumed to know. Vocabulary knowledge includes both general language
concepts and specific literacy concepts concerning the functions of print,
writing, and communication, as well as a knowledge of genre and grammar.
 Identifying the Nature of the Difficulty
Different sorts of information and assessment procedures are required to
determine the status of each one. Print skill is typically assessed by having
students read passages, words, or word parts aloud, whereas discourse
processing is typically assessed by having the reader “retell” the passage
content, think aloud during reading, or respond to comprehension questions
based on a selection that has been read. Vocabulary knowledge assessment
does not necessarily involve reading; rather, it uses questions to elicit a
student’s understanding of selected terms.
 APPLICATION
At last! You are now done with lesson 2, now to see if you have understood the lesson.
Let us see if you can give a comprehensive diagnosis out of the illustration below.

Directions: Make a diagnosis from the given table below. Write it in a long bond
paper with no less than 500 words.

Congratulations! You have just finished the lesson 2. You

did very well! If there are some clarifications about the
topic, you may ask your teacher through private message or
during your face-to-face interactions.
I hope it give you a lot of learning. If you are ready please
proceed to lesson 3.
Lesson 3
Developmental
Flexibility of
Reading Model
Identify the different reading model in the teaching- learning process.
Formulate a diagnosis based upon the reading disability.

Introduction:
The diagnostic model is applicable to all levels of skill, from initial
reading acquisition to mature reading proficiency. That is, it is useful in helping
you understand the strengths and difficulties of a beginning reader as well as that
of a college student. The flexibility of this diagnostic approach derives from its
conceptualization of reading as having the three component areas: reading
comprehension, print skill, and vocabulary knowledge. Each area represents a
different pattern of development in accordance with the different problems
posed by reading materials students are expected to understand at successive
levels.
The first two years of reading instruction usually emphasize the
development of skill for translating print to speech or meaning. Some reading
programs focus on the development of phonic concepts, others on the
development of a sight vocabulary, and still others on the orchestration of
strategies. Most current programs develop print concepts through direct
instruction and extensive reading of contextual materials. These contextual
materials are generally narrative in form, with the characters (people or animals)
performing acts and speaking thoughts that are familiar to young children.
Accordingly, most children already possess the relevant vocabulary knowledge
and have acquired the necessary comprehension strategies through listening to
stories read to them. However, when students lack this knowledge or listening
experience, these aspects of reading must become areas of instructional focus
for them, along with print skill.

38 | P a g e
Reading Remediation and Diagnosis, Compostela Valley State College
ANALYSIS
P Ayou
Are the differences US seeEbetween
& R E the
F Lvocabulary
E C T and comprehension scores significant?
Look at the vocabulary and
comprehension scores of the
students listed in Figure 1.2. Which
children raise questions in your
mind, suggesting that you should
Consider the basal group
learn moreplacement of the students when they were in third grade. How does this information lead you
about them?

39 | P a g e
Reading Remediation and Diagnosis, Compostela Valley State College
What further information would you want to obtain?

Which students might be more independent in the large group?

ABSTRACTION
Class Screening
At the start of the school year, or when meeting a new group of students, it is helpful to take a quick “
Standardized Reading Test—Class Profile
One easy way to start the school year is to construct a class profile from data already on hand, typicall
Typically, in examining test scores, you first see that some children receive low scores
and others high scores relative to their peers. Remember that these scores are only
estimates and that the children’s true levels of performance may be somewhat higher or
lower. Tessa is particularly concerned about Lottie because of her low comprehension
score. In addition, she wants to observe the reading of Dottie, Grace, Jean, John, Walter,
and Wanda. She notes the relatively high scores of Dorothy and Jeff and wants to
observe how independent they are when they do their classwork. Finally, she is
concerned about the high discrepancy between vocabulary and comprehension scores
for Carol, Donald, and Dorothy. Tessa’s initial decisions about the reading needs of her
students will, of course, be modified as she learns more about her class. In considering
the test scores, she places more weight on the comprehension score because it involves
the reading of textual passages. She decides to form a small group composed of Dottie,
Grace, Jean, John, Lottie, Walter, and Wanda. These are the children she had tentatively
identified as needing special instructional support in the small group setting. Tessa’s
goal is to have all these children reading with the rest of the class by the end of the year.
Graded Word List—Class Profile
Word recognition, as well as automaticity of recognition, is a strong correlate of
reading performance and the ability to recognize words on a graded word list has
often been used as a quick screening measure for students. Informal Reading
Inventories typically start with graded word lists as a first measure to help place
students in reading materials.
Example:

Oral Reading Passage—Class Profile

Oral reading measures are also a useful means for judging the accuracy and
fluency of children’s reading. Similar to the graded word lists, oral reading
passages may come from sets of commercially constructed oral reading passages
such as the Basic Reading Inventory, Observation Survey—Text Reading, the
Qualitative Reading Inventory, and the Analytic Reading Inventory.
Alternatively, teachers can select one or several passages from the materials that
are used as part of their instructional programs. We refer to this as “curriculum
based” because you use a regular classroom text to collect a short sample of a
student’s oral reading.
Figure 1.5 A Mark Passage of Oral Reading
An oral reading sample is extremely useful as a screening procedure. For an example of an
oral reading record, see Figure 1.5. From it, you gain evidence on oral reading accuracy
(percentage of passage words read correctly) that will let you assess the development of a
child’s sight word knowledge and word identification strategies. For somewhat more
advanced students, you can gain information on fluency (the number of words read per
minute). Fluency involves not only reading at a good rate, but also reading with a high degree
of accuracy and proper intonation and phrasing (prosody or “sounding like language”). The
ability to read fluently is highly correlated with many measures of reading competence.
Fluency requires that the reader possess good decoding skills, the strategies to orchestrate
these skills in reading real text, and comprehension to monitor what is being read to make
sure it sounds like language.
Oral reading samples are thus useful for gathering different types of information. They can
help you achieve three different purposes: (1) getting a quick sense of how well your class
reads in the fall, (2) identifying those students who may need special support and more time
when working with grade-level material, and (3) helping you to assist your students in
selecting independent reading material. In addition, when oral reading samples are collected
at the end of the school year, they are useful in charting the progress that your students made
over the course of the school year.
Each student is assessed individually. Typically, students take about two minutes to read the
selection. A class of 25 students can be tested in a week, if you work with about five students
per day. Begin a session by sitting in a comfortable place and introducing the student to the
process and the text. The directions should be something like: “I would like you to read this
passage about . (Add any sentences to prepare the students that you think are
relevant.) I’d like you to read this at a comfortable rate as accurately as you can. You may
start.”
Count how many words were read in one minute and subtract the number of errors a student
made. This will give you a CWPM (correct words per minute score). For example, using the
oral reading sample for Alex shown in Figure 1.5, how would you interpret his reading rate?
Rates will vary based on the conceptual difficulty and structure of a text. Nevertheless, some
common expectations may help you think about Alex and about your class. Typically, silent
reading rates become slightly faster than oral rates as children develop proficiency in reading.
These are shown in Table 1.2. Table are shown below.
Cloze Sample—Class Profile
A cloze passage is typically constructed by deleting every fifth word in a passage and replacing it with a
blank. A reader, on the basis of the context, must supply the missing words. Try to make sense of the
passage shown in Figure 1.7. What terms did you insert to make a sensible passage? For the first blank,
the words experience or practice would make sense. The word cloze would make sense in the second
blank. The following represent appropriate synonyms to complete subsequent blanks: (3)
deletes/omits/leaves out, (4) passage/paragraph/text, (5) space/dash, (6) readers/students, (7)
meaning/context, and (8) complete/create/finish/fill-in. A reader’s ability to use the context in silent
reading is highly correlated with general comprehension ability. To complete a cloze passage like the
one in Figure 1.7, you need to use your knowledge of word meanings, sentence structure, passage
meaning, and general world knowledge to predict meanings for unknown words so that what you read
makes sense. Cloze passages force students to use all their cueing systems to make sense of what they
are reading. Because cloze completion is a silent and untimed task, some feel it is a good measure for
older readers who rely more on silent reading for their work.
 APPLICATION
ACT. 1
Make a diagnosis in the sample reading passage below by using the ORAL READING PASSAGE READ

https://ph.images.search.yahoo.com/search/images;?p=oral%20passage#id=0&iurl=https%3A%2F%2Fima
ge.slidesharecdn.com%2Foralreadingpassageonepage-110311012827-phpapp02%2F95%2Foral-reading-
passage-and-list-of-comments-1-728.jpg%3Fcb%3D1299806940&action=click
ACTIVITY 2: WORD LIST
Implement a graded word list to a neighbor whose child has a reading difficulty.
Consider the sample below.

https://tse1.mm.bing.net/th?id=OIP.QYf0OhXfHtNbEx6733ImLwHaJ5&pid=Api&P=0&w
=300&h=300
 MODULE SUMMARY

Reading diagnosis entails analyzing the process by which students

gain meaning from text. Building on the insights and methods that have
developed historically, we describe a model to guide the observations and
judgments you will make about your students’ reading in the classroom.
The model draws your attention to three major decisions. The first decision
concerns whether a student comprehends the materials being read in your
classroom. If not, your diagnosis continues to the second decision point,
where you consider whether difficulties in
(1) print skill,
(2) vocabulary knowledge, and/or
(3) reading comprehension strategies are interfering with comprehension.
The pattern of strengths and difficulties that students show in these three
areas will influence your third decision concerning instruction. Your
understanding gained through diagnosis and your observations concerning
the interests and feelings of your students will help you to identify
instructional materials that are appropriate for them in difficulty and interest
and will assist you in providing them with needed instructional support.
 MODULE ASSESSMENT
Multiple Choice Test
Instruction: Select the correct answer for each of the following questions.
Encircle the letter that corresponds your choice.
1. Writing a book an enormous amount of time and effort.
A. takes B. Uses C. Spends D. Asks
2. This is one of the most serious problems in the world.
A. nowadays B. Present-day C. Actual D. now
3. I can’t go to the cinema today, there’s no one to look Grandma and I
have to stay at home.
A. for B. after C. on D. at
4. He takes no interest his children.
A. with B. for C. in D. at
5. According to The Observer, the members of foreign pupils in
Britain are creating serious difficulties for many schools in the country.
A. raising B. rising C. risen D. rousing
6. Burning plastic bottles does a lot of to the environment.
A. damages B. hurt C. injury D. harm
7. Look at you! You can’t black at a wedding!
A. carry B. dress C. wear D. put
8. , the standard of journalism in this country is very low.
A. In my view B. According to me
C. In my point of view D. On my opinion
9. The burglar a short cry of pain and dropped the gun, then run away.
A. made B. did C. had D. gave
10. It’s easy to criticize all the time, but can you suggest a better of
doing it?
A. way B. mean C. approach D. alternative
 REFERENCES

Klenk, L., & Kibby, M. W. (2000). Remediating reading difficulties:

Appraising the past, reconciling the present, constructing the future. In M.
Kamil, P. Mosenthal, P. D. Pearson, & R.
Barr (Eds.), Handbook of reading research (Vol.3, pp. 667–690). Mahwah,
NJ: Erlbaum. For a
reconsideration of remediation as currently practiced in schools and in the
future.

Morris, D. (1999). The role of clinical training in the teaching of reading. In

D. E. Evensen &P. B. Mosenthal (Eds.), Advances in reading/language
research (Vol. 6, pp. 69–100). For a
thoughtful analysis of the implications of
clinical teaching.

Wixson, K. K., & Lipson, M. Y. (1991). Perspectives on reading disability

research. In R. Barr, M.
Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research
(Vol. 2, pp.
539–570). White Plains, NY: Longman. Fora comprehensive summary of
perspectives on reading disability that have been used to guide research
 Module 3

INTRODUCTION
Instructional strategies include all approaches that a
In This Module…… teacher may take to engage students in the learning
process actively. These strategies drive a teacher's
 Instruction Remedial
Elements Effective of ReadingTechniques
instruction as they work to meet specific learning
objectives and ensure that their students are
equipped with the tools they need to be successful.

At the end of the module, the students should be
Remedial Programs able to …
 Discuss the elements of effective reading;
 Develop an intensive intervention program
for reading.
 Explain the importance of reading
techniques in the teaching-learning process.
 Apply the remedial teaching strategies in a
Elements of Effective Reading

Discuss the elements of effective reading;

Develop an intensive intervention program for reading.

INTRODUCTION
Hello students! Today, we are going to learn the
different elements on how to effectively impart to the
students the elements of effective reading. For those
who struggle to read, there is a risk that the main
purpose of being able to read becomes lost. The desired
outcome is that children not only can read, but want to
read. For this reason, reading needs to be motivating
and meaningful.
At the end of the lesson 1, the students should be able
to:
 An emphasis on oral language, to include vocabulary
development
 Phonemic awareness and the teaching of phonics,
decoding and word studies
 Learning of a sight vocabulary
 Meaningful writing experiences
 The development of fluent reading with opportunities
for both guided and independent reading, including
informal reading activities
ANALYSIS
 Based on the illustration, what do you mean by the word “healthy
literacy”?

 Are the elements of the healthy diet literacy interconnected with one
another?
 What do you think is the first element in attaining the healthy diet
literacy? Justify your answer.

ABSTRACTION
 Emphasis on oral language and vocabulary development
At every stage in a pupil’s development, oral language is an important factor
in literacy development. In young children, and particularly those from
disadvantaged backgrounds, a focus on oral language skills can have benefits
for both reading and writing (Educational Endowment Foundation, 2016 &
2017, Kamil et al, 2008).
Developing vocabulary skills can be particularly effective and this is
especially true both for those learning English as an additional language
(Baker et al, 2014) and for older students (Kamil et al, 2008). Weak
vocabulary skills will particularly impact on reading comprehension and
academic vocabulary needs to be taught explicitly and intensively (see also
Foorman et al, 2016). Higgins et al (2017) recommend purposeful speaking
and listening activities, as follows:
 Reading books aloud and discussing them
 Activities to develop and extend expressive and receptive language
 Collaborative learning where children can share thought processes
 Structured questioning to develop comprehension
 Teachers modelling inference making by thinking aloud
 https://tse4.mm.bing.net/th?id=OIP.I5Bd6NbMRhVVRJicsmQLBgAAAA&pid=Api&

 Phonemic Awareness, Teaching of Phonics, Decoding and

Word Study
Phonological awareness is a continuum of awareness of the sounds of speech,
ranging from the ability to discriminate different words in a sentence, to the
ability to separate out different sounds within a spoken word. Phonological
awareness encompasses larger units of sound, whereas phonemic awareness
stems from this concept, but refers to the smallest units of sound at the level of
letter sounds such as/b/, /sh/ etc.
 Word study
is an approach that provides students with opportunities to investigate and
understand the patterns in words. While word study is often associated with
spelling skills, in the process of learning that spelling patterns exist, students also
learn how to apply this knowledge to decoding, which in turn enhances word
reading skills. Take, for example, the difference between "hard c" (as in cat) and
"soft c" (as in cell). After collecting many words containing the letter "c,"
students discover that "c" is usually hard when followed by consonants (as in clue
and crayon) and the vowels "a," "o," and "u" (as in cat, cot, and cut). In contrast,
"c" is usually soft when followed by "i", "e," and "y" (as in circus, celery, and
cycle).
 Learning a Sight Vocabulary
Many struggling readers have phonological
processing difficulties (Goswami, 2013, Snowling,
2014) and there is evidence that skilled readers
access a store of words or visual patterns when
reading. High frequency words are words that occur
frequently in text, for example the, what, this.
Automatic recognition of these words (also called
having a sight vocabulary) helps students to improve
fluency, it also allows them to make use of context
clues and focus more on comprehension than on
decoding. Many high frequency words have
irregular spelling patterns and sounding out these
words can be pointless and frustrating.

https://ecdn.teacherspayteachers.com/thumbitem/Exploring-Words-Complete-
Word-Study-Book-Level-B-084102000-1379253361-1500873490/original-

Meaningful Writing Experiences

Sometimes, writing experiences for those who
struggle with literacy are based on derivative
worksheets, with students having minimal input
into writing for meaningful purposes. Education
Endowment Foundation (2017) state that there is
extensive evidence to support the teaching of
writing composition skills through modelling and
supported practice. They identify seven
components within this:
 Planning
 Drafting
 Sharing
 Evaluating
 Revising
 Editing
 Publishing
 Development of Fluent Reading (Opportunities for Guided & Independent
Reading)
Automaticity in reading refers to the ability to read without occupying the mind with
low level detail of the task (such as sounding out), so that it is an automatic response
pattern. This is typically achieved as the result of learning, repetition and practice. A
difficulty for many students with emerging literacy skills is that the pace of teaching
moves too quickly for them: they move on to new skills before emerging skills have
been consolidated and developed to the point of automaticity. Working memory is also
over-loaded by the demands of sounding out.

https://tse1.mm.bing.net/th?id=OIP.MO5GXKWdBad4odYr2o1X9wHaFh&pid=Api&P=
Reading Aloud and Well-Being Reading aloud
can allow students to practice the skill of expressive reading, (comprising all of the
variables of timing, phrasing, emphasis, and intonation). However, for some students
with reading difficulties, being asked to read aloud can be highly stressful, distressing,
shaming and humiliating. For these students, reading aloud does nothing to improve
their skills, as their emotional energy is consumed by decoding and they typically fail
to attend to the meaning of what they are reading. For these reasons, it is
recommended that:
 Students are not asked to read aloud from unfamiliar texts, unless they volunteer to
do so  Students who are made anxious or distressed by reading aloud in the class
setting, are given opportunities to read aloud in smaller settings (learning support,
small group, one to one)
 Students are presented with text which is at the ‘just-right;’ level for them 
Teachers may wish to use the reading buddy’s system, as outlined overleaf
 APPLICATION
We’ll students! Congratulations that you have just finished the lesson 1. Now, I
want you to make your own Intensive Intervention Reading Program that will
include all the elements of effective reading. Consider the sample below. Take
note, that if you have a stable internet connection you may document the process
you have done during the intervention.

https://i.pinimg.com/originals/88/4e/0d/884e0d826c203a65ec1eb8fafb8a6bfb.jpg
 Remedial Techniques

Explain the importance of reading techniques in the teaching-learning process.

Apply the remedial teaching strategies in a classroom setting.

INTRODUCTION
Remedial reading lessons are
often used as a way to help
struggling students bring their
reading skills up to grade level. At
school, students who are behind may
be pulled from class for specialized
instruction. Remedial reading lessons
are typically necessary for children
with a learning disability, such as
dyslexia. Identify why your child is
struggling before deciding on the
best way to provide instruction.
Each pupil is different in terms of learning ability, academic standards, classroom
learning and academic performance, and each has his own in learning. The aim of
IRTP is to provide learning support to pupils who lag far behind their counterparts
in school performance. By adapting school curricula and teaching strategies,
teachers can provide learning activities and practical experiences to students
according to their abilities and needs. They can also design individualized
educational program with intensive remedial support to help pupils consolidate
their basic knowledge in different subjects, master the learning methods,
strengthen their confidence and enhance the effectiveness of learning.
Picture Analysis
Basedonthe picture,what
arethe
strategies you can employ to helpthe
learners with his/her reading difficulty?

ANALYSIS
 Why do some children have trouble writing and reading?

 What do you think are the factors that hinders the learner’s ability to read
and write?
 ABSTRACTION
Remedial Teaching Strategies
Individualized Educational Programme (IEP)
Geared to the learning needs of individual pupils, the
Individualized Educational Programme aims to reinforce the
foundation of learning, help pupils overcome their learning
difficulties and develop their potentials. Individualized
Educational Programme should include short-term and long-
term teaching objectives, learning steps, activities and reviews
to ensure that the programme is implemented effectively.
Teaching can be done in small groups or for individual. If
necessary, remedial teachers, other teachers, student guidance
officers/teachers, parents and pupils alike are to participate in
designing the programme. Remedial teachers hold meetings
regularly to evaluate the effectiveness of work and gather
opinions for refinement. Sample is shown below.

Peer Support Programme

Remedial teachers may train up pupils who perform better in a certain
subject to become ‘little teachers’ and who will be responsible for helping
schoolmates with learning difficulties in group teaching and self-study
sessions as well as outside class. Peer support programme helps pupils
reinforce their knowledge, and develop their communication and
cooperation skills as well as good interpersonal relationship. To enhance
the effectiveness of the programme, remedial teachers must provide
training to the pupils concerned beforehand and make regular reviews on
its effectiveness. Generally speaking, this programme is more suitable for
pupils of higher grades.
https://tse4.mm.bing.net/th?id=OIP.O6UVCkNZuKtiYDIngbwqwHaJl&pid=Api&P=0&w=300&h=300
Reward Scheme
The reward scheme has positive effect in enhancing pupils’
motivation. It aims at guiding pupils to set their own objectives and
plans, and positively reinforcing their good performance. No matter
what reward is provided, the most important thing is to help pupils
cultivate an interest in learning and gain a sense of satisfaction and
achievement during the learning process. When designing the rewards
offered,
remedial teachers should take note of the following:

 set clear and specific targets (for example: requirement on the

score of dictation and number of assignments submitted);
 set achievable objectives;
 give diversified rewards (including verbal commendation) or
prizes to accommodate pupils’ interest; give rewards instantly.

Sample of Reward Scheme/s

CHEWING GUM TREASURE CHEST -

POPCORN
WITH Stickers, tattoos, and pencils
SNACKS
ENCOURAGING are always popular treasure
WORDS choice filler. You can ask
parents for donations, too.

https://tse3.mm.bing.net/th?id=OIP.ZsZ01WkOuMsWtNfLJKbVWQHaE8&
pid=Api&P=0&w=232&h=155
 APPLICATION
Create your own Individualized Education Program Lesson Plan.
Consider the sample below.
Lesson Title:
Estimated time to complete:
Lesson objectives:
Concept(s) learned in this lesson:
Standards addressed in this lesson (content, technology standards): Technology-
enhanced instructional strategies utilized in this module: Modifications made with Assistive
Technology utilized in this module:
Components Brief description of Student grouping Materials/Technology
lesson activities (individual, paired,
small group, whole
class, etc.)
 Engagement
 Exploration
 Explanation
 Extension
 Evaluation
5 E'S COMPONENTS AND EXAMPLES FOR BUILDING LESSON PLANS
Component
I. Engagement: Activities that capture student,
attention, stimulate their thinking and help
them to access prior knowledge.
II. Exploration: Students are given time to
think, plan, investigate, and organize
collected information
III. Explanation: Students are involved in an
analysis of information gained through
exploration. Their understanding is clarified
and modified because of reflective activities
IV. Extension: Students expand and solidify
their understanding of the concept and/or
apply it to a real-world situation
V. Evaluation
Examples
 Demonstration by teacher and/or student
 Reading from a current media release,
science journal or book, piece of literature
(biography, essay, poem, etc)
 Analyzing a graphic organizer
 Reading authentic sources to collect
information to answer open-ended
questions or make a decision
 Solve a problem
 Construct a model
 Design and/or perform an experiment
 Student analysis and explanation
 Supporting ideas with evidence
 Reading and discussion
 Information learned is used to solve a real-
world problem
 Students classify new information or
engage in error analysis
 Teacher and/or student generated scoring
tools or rubrics are used to measure
learning
 ACTIVITY 2: REWARD ME!
After making your IEP, you need to think of a creative reward scheme out of the
resources that you can find in your neighborhood. Below are the examples that might
give you ideas on how to do the reward scheme.

RUBRIC
CRAFT – 20 PTS CREATIVITY – 30 PTS
50 PTS

https://tse2.mm.bing.net/th?id=OIP.cFIgmPzcaSEuyvBIMennYwHaFu&pi
d=Api&P=0&w=207&h=161
 REMEDIAL
PROGRAMS

Explain the importance of remedial programs in the teaching- learning process.

Formulate a reading program to meet the needs of children with disabilities.

INTRODUCTION
Hello students! You are now in the last part of the lesson of module 3. I hope you
gain a lot of learning and inculcated the importance of diagnosis and remediation
to towards effective reading.

Remedial programs are not the same thing as special education.

Special education is designed to meet the ongoing needs of students with
disabilities to help them make progress in school.
Remedial programs are designed to close the gap between what a student knows
and what he’s expected to know. They often target reading or math skills. In many
cases, students are removed from their regular classroom and taught in another
setting.
ANALYSIS
 Based on the illustration, what is the core element of remedial
program? Why?

 What do you think is/are considered the obstacle in learning to

read?

 Do you think remedial is essential in learning?

 ABSTRACTION
Types of Remedial Programs
Several of the following types of remedial support can be used in conjunction or
separately to help students catch up to age appropriate benchmarks.

1. Small group tutoring

Remedial courses often send ‘remedial students’ off into small groups to support
students who are falling behind. Often, schools bring in specialists who peel off
students into small groups to focus on specific interventions.
Similarly, a common teaching strategy is to allow higher achieving students to
work in groups alone. This gives time for the teacher to spend focused time with a
small group of students who need additional support.

2. One-to-one tutoring
has either a trained specialist, the classroom teacher, or a volunteer spend
individual time with a student. While it is an effective way of supporting students,
it is resource intensive. It is often hard to find enough time and staff to have one-
to-one interventions while also supporting the rest of the class. Some parents opt
for paid private one-to-one tutoring to address this shortfall.

3. Volunteer tutoring
Schools often rely on volunteer tutors to help provide additional support to
remedial students. This may take the form of ‘parent helpers’ who come into the
classroom to help the teacher and get to know the class better. A challenge of
volunteer tutoring is providing sufficient training and support for the volunteers so
they can effectively help students.

4. Peer tutoring
Peer tutoring involves one student helping another student on their work. This
may take the form of older students coming into the classroom to help younger
students. Or, it may be getting more advanced students in the same class to pair up
with less advanced students to help them learn.
What is the Purpose of Remedial Programs?
Remedial education has several purposes, such as:

To ensure basic human rights are guaranteed.

Many students who enter remedial learning programs have never had basic
education. This may be due to war, poverty, slavery or other issues that can impact
vulnerable people in developing nations. Education is a basic right set out by the
United Nations and needs to be delivered to all children of the world. RE often
catches students who have not received education and aims to help them catch up.

Improving literacy and numeracy skills.

RE tends to focus on basic skills for life: literacy and numeracy. With these basic
skills, students can have a strong foundation for future learning.

Avoiding grade repetition.

Often, students are asked to repeat a grade at school if they have not met minimum
benchmarks. To avoid adding another year to their education, students can instead
be given remedial courses to allow them to catch up.
 APPLICATION
Well done! You have just ended the lesson 3. Now as part of the application you
need to apply the types of remedial support and jot down the reading progress of
your learner in the instructional sequence. Good luck!

https://tse2.mm.bing.net/th?id=OIP.y8fyV4sBzi8ZEA9xBbsN9AHaJl&pid=Api&P=0&
w=300&h=300
 MODULE SUMMARY

Trends in Remedial Education Funding

The federal government became involved in remedial education in 1965 when it

created Title I of the Elementary and Secondary Education Act. A component of
President Johnson's War on Poverty, Title I was designed to address economic
inequality by improving educational opportunities for children of poverty.

In addition to compensatory revenue, at least three federal and three other state
funding sources provided revenue to school districts primarily for remedial
purposes during the 1996-97 school year. Federal revenue sources included: Title
I, emergency immigrant grants, and homeless students. Other state revenue
sources were: targeted needs revenue (which combines assurance of mastery,
limited English proficiency, and integration grants), low-income concentration
grants, and first grade preparedness. We found that:

 Remedial education represents a small, but growing portion of the

total operating revenue that school districts receive.
From fiscal year 1988-89 through 1996-97, total school district operating revenue
in inflation-adjusted dollars grew 31 percent compared with a growth in remedial
funds of 64 percent. Remedial revenue as a percent of total operating revenue
increased about 27 percent, going from 4.1 percent to 5.2 percent.
In reviewing how districts could spend this revenue, we learned that:
 For the most part, remedial education funds went to school districts
with very little direction as to how that money should be spent.
Although school districts generally received remedial funds based upon the
number of students in poverty, the funds did not have to be spent on low-income
students. Rather, statutes generally require that the money be spent on low-
achieving students. While it was originally hoped that providing additional funds
to districts would help offset or compensate for the effects of poverty on low-
income students, the additional money must instead be used to compensate for
regular instruction's inability to move all students along at grade level. However,
most state funding for remedial education--compensatory revenue--did not even
have to be spent on low- achieving students until the 1996-97 school year. Prior to
that, districts could spend it for whatever they saw fit.

74 | P a g e
Reading Remediation and Diagnosis, Compostela Valley State College
 MODULE ASSESSMENT
Modified TRUE or FALSE
Read each statement carefully. Write TRUE if the statement is true and if FALSE
change the underlined word or phrases to make the statement correct. Write your
answer in the blank before the number.
1. One-to-one tutoring has either a trained specialist, the classroom teacher, or a
volunteer spend individual time with a student.
2. Peer tutoring involves one student helping another student on their work.
3. Print Awareness is an approach that provides students with opportunities to
investigate and understand the patterns in words.
4. Fluency in reading refers to the ability to read without occupying the mind with low
level detail of the task (such as sounding out), so that it is an automatic response
pattern.
5. Positive Feedback aims at guiding pupils to set their own objectives and plans, and
positively reinforcing their good performance.
6. Silent Reading can allow students to practice the skill of expressive reading.
7. Automatic recognition of these words helps students to improve comprehension, it
also allows them to make use of context clues and focus more on comprehension than
on decoding.
8. Remedial programs are not the same thing as special education.
9. Individual Educational Programme aims to reinforce the foundation of learning,
help pupils overcome their learning difficulties and develop their potentials.
10. Home Tutoring take the form of ‘parent helpers’ who come into the classroom to
help the teacher and get to know the class better.

75 | P a g e
Reading Remediation and Diagnosis, Compostela Valley State College
 REFERENCES

Brzeinski, J. E. Beginning reading in Denver. The Reading Teacher,

1964, 18, 16-21.

Budoff, M., & Quinlan, D. Reading progress as related to difficulty of

visual and aural learning in the primary grades. Journal of Educational
Psychology, 1964, 55, 247-52.

Burnett, R. W. The diagnostic profidiency of teachers of reading. The

Reading Teacher, 1963, 16, 229-39.

Buros, 0. K. (Ed.) The sixth mental measurements yearbook. Highland

Park, N. J.: Gryphon Press, 1965.

Capobianco, R. J. Ocular-manual laterality and reading in adolescent

mental retardates. American Journal of Mental Deficiency, 1966,
70, 781-85.

Carrithers, Lura M. Beginning reading patterns and pre-school emotional

problems. Educational Horizons, 1965. 44, 3-9.
Cawley, J. F. Reading performance among the mentally handicapped: a
problem of assessment. The Training School Bulletin, 1966, 63, 11-
16.

Chang, T. M. C., & Chang, Vivian. Relation of visual-motor skills and

reading achievement in primary-grade pupils of superior ability.
Perceptual and Motor Skills, 1967, 24, 51-53.
 Module 4

Reading is an important skill for success in any facet

of life. Reading is more than simply picking out words
on a page; it is a process of critical thinking which
involves evaluating ideas and applying them to
 Print Awareness
everyday situations. Basic reading skills include
 Fluency
vocabulary acquisition, pre-reading strategies, textual
 Reading
comprehension, organizational skills and response
Comprehension
techniques.
In this module…
 Organize instruction to accommodate the
“earmarks” of good remediation.
 Providing Opportunities for Independent
Reading, Skills reinforcement, and progress
charting.
 Choose frequent activities in reading to be use
in the basic reading practice.
 Print Awareness

Explain the importance of print awareness in the teaching- learning process.

Create a learning material that will promote print awareness to the learner.

INTRODUCTION
A child who has print
awareness understands that print represents words that
have meaning and are related to spoken language.

Kids who have print awareness are able to do things

like hold a book correctly and understand that books
are read from front to back. They also realize that
sentences are read from left to right.

Print awareness is one of five critical pre-reading

skills. Without print awareness, children are unable to
develop other literacy skills such as reading, spelling,
and handwriting.
Picture Analysis
Based on the picture, how will this activity help the learners?

ANALYSIS
 Based on the activity, does print awareness develop by reading aloud?

 Do you agree that print awareness is the first step to literacy?

 Does scaffolding help the children learn the print awareness faster?

 Do you agree that print awareness can be taught without the help of an adult?
 ABSTRACTION
How Print Awareness Develops
Kids who are read to on a regular basis naturally pick up many of the skills by
following the examples of the people around them.

A child’s print awareness develops when those close to him point out letters and
words in text found in the child’s environment. It also develops through playing
word games, when you turn the pages of a book, and when you run your finger
under a line of text as you read.

Quick Check for Print Awareness

Here are five signs that indicate that your child has print awareness.

Your child knows how to hold a book correctly. If you hand your child a
book upside down, he will turn it right side up before looking through it.
Your child understands that books are read from front to back and from left
to right and knows how to turn the pages in the correct direction.
Your child pretends to write by scribbling or writing marks on paper. He
understands that the “words” he is writing communicate meaning.
Your child points to text and asks what it says. He has become curious about
the meaning of the printed text he sees all around him.
Your child picks up a familiar book and “reads” it aloud. He understands
that the printed words are connected to the story.
 APPLICATION
Create a learning material that will help promote print awareness
to the learners.

https://tse2.mm.bing.net/th?id=OIP.UNvaXwxAyjO5g_89q6Tp-
gAAAA&pid=Api&P=0&w=300&h=300
 Fluency

Practice reading with speed, accuracy, and appropriate intonation.

Reread familiar text to develop fluency.

INTRODUCTION
We’ve all heard kids who read aloud with a choppy, almost robotic
tone. It’s hard to grasp the meaning of what they’re reading. They
may read too fast, or they may read too slowly and laboriously.

On the other hand, when someone reads aloud with fluency, it’s
easy to understand what they are reading, and it’s a delight to listen
to them. Fluent readers add emphasis to certain words and convey
meaning with their expression.

Consider the sample below…

SAMPLE 1
THE KIDS THANK THE KING FOR THE GIFT.

SAMPLE 2
THE……. KIDS… THANK… THE… KING…. FOR…. THE…. GIFT.

SAMPLE 3

ANALYSIS
 What do you think is fluency all about?

 Why do so many struggling readers have difficulty becoming fluent

readers?

 What contributes to making a fluent reader?

 How does fluency develop?

 ABSTRACTION
Fluency is the ability to read with
accuracy, proper speed, and meaningful
expression.

Fluency is also a significant indicator

of reading comprehension. When children
can read fluently, it means that instead of
using brain power for decoding, they can
turn their attention to the meaning of the
text.

And it gets even better. When students reach higher levels of fluency, they’re able
to tap into metacognitive strategies. This means that they can visualize, question,
and interpret what they are reading, and they can think about their own feelings
and opinions while reading text. This is the highest level of reading
comprehension.
Obviously, fluency is highly desirable. So let’s talk about how we can get your
child to this point.

The Importance of Vocabulary for Fluency

Does your child understand the meaning of all

the words he’s reading?

If not, fluency will be an uphill battle for both

of you. Even if he can decode the words
properly, when he runs into a word he doesn’t
understand, he will be unable to read
smoothly and with expression.
Provide a Good Role Model
Another important factor in the development of fluency is the need for fluency role
models. When your child hears fluent reading, it will be easier for him to mimic it and
then eventually make it his own.

When you read aloud to your child, you’re setting an example. Your child is mentally
absorbing your tone, your speed, and your inflections. That’s one of the reasons we
encourage you to read aloud to your child for at least 20 minutes every day. Your child
will become familiar with how a reader’s voice helps written text make sense.

Encourage Expressive Reading

After years of listening to read-aloud, your child is probably familiar with how to
interpret dialogue—reading text the way someone would say it. But it can still take some
practice for novice readers to get the hang of adding expression to their own voices.

One way to encourage good expression is to model it with buddy reading. There are
several forms of buddy reading, but for encouraging expression, it is most helpful if you
read a page and then have your student read the same page after you. Demonstrate how
to pay attention to punctuation, and how to emphasize important words.
 APPLICATION

STUDENT ADULT READING ACTIVITY

 Look for a child in your nearby area that has reading difficulty.
 Find a book that is suited to the grade level of the child.
 Read the text first, then the child repeats after.
 The child must take three to four rereading until the reading is fluent.
 Use a timed reading chart to evaluate the progress of reading fluency.
 Write your assessment and reflection of the said activity.

https://tse4.mm.bing.net/th?id=OIP.krjD-autZ6OJ6NJCP90S-
 READING
COMPREHENSION

Demonstratecomprehensionofgrade-appropriate literary texts;

Useimpliedmeaningtoanswercomprehension questions, accuracy.

INTRODUCTION
Apple banana blue walk tree happy sing.
Surely you were able to read each of the words in that
sentence and understand what they meant
independently. An apple is a fruit that is usually round
and red, green or yellow. A banana is another fruit
that is yellow. Blue is a color…and so on and so forth.
However, when you look at the sentence as a whole,
does it make sense?

What exactly IS reading comprehension?

Simply put, reading comprehension is the act of understanding what you are
reading. While the definition can be simply stated the act is not simple to teach,
learn or practice. Reading comprehension is an intentional, active, interactive
process that occurs before, during and after a person reads a particular piece of
writing.
ANALYSIS

Make a concept map out of the text you have read.

ABSTRACTION
One of the signs a child is having
problems with reading comprehension is
trouble making predictions. This,
according to Dr. Sally Shaywitz in her
book, Overcoming Dyslexia: A New and
Complete Science-Based Program for
Overcoming Reading Problems at Any
Level. When a student makes a
prediction, he or she is making a guess
about what is going to happen next in a
story or what a character is going to do
or think, an effective reader will base
their prediction on clues from the story
and his or her own experiences.

Pre-select and introduce the text to be

used based upon each student's reading
level. Next, model the
Monitoring/Clarifying process while
providing students with ample time and
opportunities to practice.

Ask students to begin reading the

assigned text and use the following
steps as they encounter difficulties:

 Stop and think about what you

have already read.
 Reread.
 Adjust your reading rate: slow
down or speed up.
 Notice patterns in the text
structure.
summarize text, but also their overall comprehension of text content ... (Duke and Pearson, 2002, in
 QUESTIONING

Even children who are strong readers don’t know

instinctively that good readers ask questions as they read.
Teaching questioning techniques can make strong readers
even more advanced. When readers ask questions as they
read, they are not only interacting with the text to make
meaning of it, but they are also monitoring their own
comprehension of what they are reading.

The simple fact that a reader is asking questions as he

reads is evidence that the child has a purpose in reading.
Reading with a purpose increases reading comprehension
because the reader is making a personal connection with
the text. Questioning facilitates this personal connection.

How Should You Teach Questioning Techniques in the Classroom?

Effective questioning should be practiced before, during, and after

reading. When readers ask questions before they read a text, they are
activating prior knowledge and making predictions. Both of these
activities engage the child’s interest and increase the likelihood that he
will connect with the text and comprehend it. Questioning during reading
can take the form of self-questioning, questioning the text, or questioning
the author. It creates a dialogue in the child’s mind as he reads. Asking
questions after reading the text can stimulate critical analysis and further
research on the topic.
 APPLICATION
Active Reading – Mark up the Text

 Choose one reading material

 Make an independent writing

 Underline key ideas – for example, topic sentences.

 Box or circle words or phrases you want to remember.
 Place a checkmark or a star next to an important idea.
 Place a double check mark or double star next to an especially significant idea.
 Put a question mark near any unfamiliar reference or a word you need to look
up.
 Number the writer’s key supporting points or examples.
 Use different color highlighters.
 Don’t be afraid to write your thoughts in the margins or on a separate sheet of
paper (like the dialogic journal).

Questions to answer

 What issue is the writer focusing on?

 Does the writer take a clear stand on this issue?
 What is the writer’s thesis (if there is one)?
 What is the writer’s purpose for writing?
 Who is the audience for this writing?
 What is the writer’s tone? Why do you think he/she writes with this tone?
 Does the writer seem to assume readers will agree with his/her position?
 What evidence does the writer use to support the essay’s
thesis/central argument? Does the writer include enough evidence?
 Does the writer consider, address and/or refute opposing arguments?
 Do you understand the vocabulary? If not, look the words up.
 Do you understand the writer’s references/citations? If not, look them up.
 Do you agree with the points the writer makes? Why/why not?
 What connections can you make between this article and others you have
read?
 MODULE SUMMARY

One of the most important aspects of acquiring reading skills is

increasing vocabulary. An important basic skill in reading is recognizing
words. To acquire a larger vocabulary the reader should practice word
recognition using sight words and high-frequency word use lists such as
the Dolch Basic Sight Vocabulary or Fry's List of 1000 High-Frequency
Words. These words are practiced with flash cards, word walls, and
worksheets. A person can improve their vocabulary also by working
crossword puzzles and playing board games such as Scrabble. Games and
other non- traditional teaching methods may be especially helpful for
readers who have a reading disability or other learning challenge as it
may help to look at words out of the context of a book or a newspaper to
understand what they mean.

Pre-reading Strategies

Pre-reading strategies include taking the time to become acquainted with

the text before jumping into the actual main body of the text. Readers
should read the title, background information, author information and
subheadings within the text. Readers should also note any highlighted or
boldfaced words as well as captions under photographs. Previewing any
pictures or sidebars that accompany the text also help the reader to
connect with the material before actually beginning to read the text.

Comprehension and Response

Summarizing the reading material allows the reader to personalize the

information they have read. Studies show that people retain information
better when they are able to relate it to their own personal experience. A
summary of a reading text requires that the reader restate the main idea of
the material and reflect on their own reaction to the content of the text.
This basic reading skill is essential to becoming a better reader.
 MODULE ASSESSMENT

Directions: Read the given passages below and supply it with the correct
answer in the template provided.

https://tse4.mm.bing.net/th?id=OIP.3ZY1Z5ghMPyA3fqu3hktQHaHa&pid=Api&P=0
&w=300&h=300
Read the short story and answer the given template.

https://tse3.mm.bing.net/th?id=OIP.v9y1Es1pAk8k33nE_GduAHaEK&pid=Api&P
=0&w=275&h=156
https://tse3.mm.bing.net/th?id=OIP.OB_IzYRx6N7mRI4RWwi-
EQHaH6&pid=Api&P=0&w=300&h=300
 REFERENCES

Aaron, P., Joshi, R., Gooden, R., & Bentum, K. (2008). Diagnosis and
treatment of reading disabilities based
on the component model of reading. Journal of Learning Disabilities, 41(1),
67–84.

Aaron, P., & Kotvah, H. (1999). Component model-based remedial treatment

of reading difficulties. In
I. Lundberg, E. Tonnessen, & I. Austad (Eds.), Dyslexia: Advances in theory
and practice (pp. 221–244).

Adams, C. (2011, September 14). SAT scores fall as number of test-takers

rises. Education Week, 1–3.
Banchero, S. (2011). SAT reading, writing scores hit low. Wall Street
Journal. Retrieved from
http://online.wsj
.com/article/SB10001424053111904491704576571060049856724.html.

Bender, W. (2006). Differentiating instruction for students with learning

disabilities. Arlington, VA: Council for
Exceptional Children.

Blackorby, J., & Wagner, M. (1997). The employment outcomes of youth

with learning disabilities. In
D. Gerber & D. Brown (Eds.), Learning disabilities and employment (pp. 57–
74). Austin, TX: ProEd.
 Appendix A
FINAL REQUIREMENT FOR CC 12 ENGLISH 15 READING DIAGNOSIS
AND REMEDIATION

PORTFOLIO RUBRIC
 In every session you have with your participant, take a photo documentation
and put captions.
 Include all the activities you had from the start to see the progress of the
participant.
 Write it on long bond paper, times new roman 12, single space, 1 margin,
justify and brown folder.

https://image.slidesharecdn.com/rubricspresentation-100909133723-phpapp01/95/rubrics-
Appendix B: To be fill out by the parents/guardian of the participant of the
reading tutorial session conducted by the students of the CVSC New Bataan.