MODULAR INSTRUCTION MANUAL

FOR
ENGLISH 5 (READING REMEDIATION)
S.Y.:2021-2022
Name
Units earned
Curriculum Year

Prepared by:

Mrs. Amada S. Ruste

Objectives:
 Define terminology in Reading
 Characterized poor reader
 Apply intervention to poor reader

CHAPTER 1 (Definitions and General Principles)

What is reading?
Reading experts define reading in many ways. Their views about
reading may be summarized as follows:
“Reading is a subtle and complex process that involves sensation,
perception, comprehension, application and integration.”
“Reading is the magic key to the world of enlightenment and enjoyment.
It is the basic tool for learning in all the subject areas.”
“Reading is the process of making and getting meaning from printed
word symbols. It is not process of making conventionalized noises associated with
these symbols.”
“Efficient reading is an active dialogue between author and reader. The
efficient readers is ready to evaluate, challenge and criticize reading materials. The
man who reads well is the man who leads.”
“Reading can be one of man’s deepest pleasures. It extends his
experiences, giving him a glimpse of the world’s excitement, pleasure and
wisdom.”
“Reading enables man to ponder the mysteries of the world, explore
accumulated knowledge and contemplate the unknown. From this search, he
begins to uncover some answers to questions, he is stimulated to raise more
questions and to continue his pursuit for deeper understanding. It can be one of
man’s ingredients for blending his inner psychological world with the outer social
world and emerging into a new world of thought, imagination and reality.”
 “Many individuals read satisfactorily. They read well for their purpose.
But some do not read well. They make omissions, reversals, substitutions or
additions and inversion, etc.”
What factors influence the acquisition of reading ability?
These are the major factors that affect reading performance. If a student
lacks some of these, his reading performance becomes low. Researchers have
shown that pupils who were read to when they were 2-5 years old often became
successful readers. Those who are retarded in reading are usually the educationally
disadvantaged – those who come to school far less ready for normal performance
because of conditions in their environment. This group includes children suffering
from malnutrition, disease, and inadequacies in the basic needs of food, clothing
and shelter. Children with broken homes, with unstable family ties, with parents,
who are indifferent to educational goals, or with limited innate abilities coupled
with lack of interests and ambition from the major bulk of remedial cases.

Why a Corrective or Remedial Reading Program?

“These are four kinds of readers. The first is like an hour-glass, and their
reading being as the sand, it turns out, and leaves not a vestige behind. A second is
like the sponge, which imbibes everything an returns it in nearly the same state,
only a little dirtier. The third is like a jelly-bag, allowing all that is pure to pass
away, and retaining only the refused and dregs. And the fourth is like the slaves in
the diamond mines of Golconda, who cast aside all that is worthless, and retain
only pure gems.”
-
-
Colerid
ge

In learning to read, children do not progress at the same rate. Sometimes,

children of average or superior intelligence meet problems that delay or block their
learning. Or they may lack several factors that influence the acquisition of reading
ability.
Several educational innovations have been tried in Philippine schools for
the maximum development of every child according to his unique nature, interests,
abilities and needs. In such schemes as Mastery Learning, Individualized
Instruction, Continuous Progression, Non-graded School, and Open Classroom, the
desired goal is to help the child progress smoothly from one level to another.
However, in spite of all efforts to get children to achieve “at the norm”, wide
variations in achievement are found in every level. This is due to the tremendous
differences that exist among individuals in their physical, mental, social,
emotional, and cultural backgrounds.
Individuals differences coupled with several factors such as the ineffective
and untrained teacher, the lack of instructional materials, poor classroom
environment, and lack of coordination with the home and community agencies
have been resulted in various types of reading disabilities. The effects of reading
disability are numerous and frequently tragic for the person involved. The feelings
of inferiority produced by lack of success frequently leads to various forms of
maladjusted behaviour.
 Evidences shows that remedial training produces desirable results, but this
should be preceded by systematic diagnosis.

Why Should We Diagnose Systematically?

The specific causes of reading difficulties may be revealed by means of
systematic diagnosis.
Webster says that: “Diagnosis is the art or act of recognizing disease from
it’s signs and symptoms.”
Bruckner defines educational diagnosis as the technique through which one
discovers and evaluates the strengths and weaknesses from an observations of
symptoms. It includes assessment of both level and manner of performance. It is
concerned with determining the nature of the problem, identifying the constellation
of factors that produced it, and finding a point of attack.
According to Dechant, “The heart of diagnosis is an intelligent
interpretation of the facts. It is not simply testing.” The diagnostician must possess
both theoretical knowledge and practical experience. He knows what questions to
asks, what test and procedures to use to get the needed facts, and how to interpret
the findings. He needs to be able to draw up a plan for correction and remediation.

What Are Some Principles of Diagnosis?

1. Begin with each student’s unique instructional needs ----
What can he do?
What are his difficulties?
What are the causes of difficulties?
What can be done to remedy his difficulties?
2. Diagnosis is always directed toward formulating methods of improvement.
3. Genuine diagnosis looks toward the causes of the symptoms. The diagnosis
viewpoint is that behaviour is caused.
The teacher needs to understand the causes of inadequate
performance rather than blame the student for it. He should not label the
student as dumb or lazy, even though such characteristics may be the cause
in a while.
4. Causes of pupil inadequacy are usually multiple rather than single or unitary.
5. The teacher needs more than simply skills in diagnosing the causes of
children’s difficulty. He needs ability to modify instruction to meet the
needs identified by diagnosis.
6. Decisions based on diagnosis should flow from a pattern of test scores and a
variety of other data.
7. The analysis of reading difficulties is primarily an educational-analysis task;
it is best done by an experienced teacher who knows the essential elements
in reading instruction.
8. Diagnosis should be continuous and efficient. Only pertinent information
should be collected and by the most efficient means.
What Are The Steps in Diagnosis?
1. Make a general or survey diagnosis. This is an overall screening process
with the aid of:
a. A reading survey test
 b. A reading attitude test
c. I.Q tests
d. An informal reading inventory
e. Observations
f. Listening tests
g. Speed and comprehension tests
2. Compare expected functioning level as determined by IQ and other tests
and personal data with actual functioning level as determined by the
reading survey test or by other less formal procedures.
3. Conduct specific or analytical diagnosis.
a. Describe the condition more specifically.
Ex. Check on such specifics as knowledge of
vocabulary, inability to associate sound with the beginning
consonant, inability to phrase correctly, or reversal problems.
b. Give individual reading tests.
4. Make a detailed investigation of casualty or an intensive case-study
diagnosis.
a. Analyse carefully the disability.
b. Look for correlates of the disability.
c. Identify the underlying causes of the reading disability.

What Are Some Types Of Disability?

Dallman and De Boer (1978) define reading retardation as a backwardness
in reading that can be corrected by special instruction. A child is retarded if he
reads well below level but has the capacity to perform at a higher level. Capacity
for learning to read is measured by intelligence tests. Three types of retarded
readers are:
1. One who is not reading as well as he can but is able to improve his
performance under the guidance of the regular classroom teacher.
2. One who has difficulties which are serious enough to require the assistance
of a remedial teacher, usually in a special reading class.
3. One who fails to make progress in reading in spite of persistent efforts by
the school to help him and who needs the attention of specialists who are
skilled in investigating causes that interfere with the progress of reading.

According to Harris (1971), the term retarded reader refers to any individual
whose development of reading skills is below the normal performance for his
age or grade. It includes all pupils whose reading is poor; those whose limited
reading is just one aspect of generally slow mental development, and those with
the potential capacity to do better. The retarded reader whose achievement in
reading is significantly below the normal expectancy for his ability is said to be
case of reading disability.
Bond and Tinker (1967) say that the children with complex disabilities are
disabled readers whose problems are more subtle and complicated. They are
usually bright, capable youngsters who demonstrate antagonism toward reading
and who feel embarrassed about their inability to read. Most often, they exhibit
a lack of persistence and tendency to retreat from school; hence becoming
delinquent.
 A child with a complex disability is often found to have anxiety, fear, and
worry about reading. He feels insecure and defeated. He needs clinical
diagnosis and guidance from a team of specialists who would be able to
appraise his needs accurately and thoroughly.
Reading specialists agree on the definition of the following terms:
Reading deficiency – a mild to severe retardation in learning to read which is
disparate with the individual’s general intelligence and with his cultural,
linguistic, and educational experience.
Reading retardation – originally used to designate the condition of all children
whose reading was significantly below age and grade norm, regardless of the
children’s potential or intelligence.
Underachiever in reading – restricted to those whose reading performance is
not below age and grade standards but who are judged to be functioning
significantly below their own potential level in reading. It is used broadly to
designate the slow learner, the disabled reader, the bright underachiever, the
reluctant reader, and the culturally or socially deprived pupil.
Dyslexia – defective reading which may represent loss of competency
following brain injury or degeneration or a developmental failure to profit from
reading instruction. It is often classified as developmental (a general failure in
learning) or as specific (in contrast to general learning failure). It denotes a
severe reading disability in an individual who is free from mental defects,
serious primary neurotic traits, and all gross neurological defects. This is of
constitutional and not of environmental origin, it is often genetically
determined. It is a term often used by medical specialists to define a subgroup
within the group referred to by the term reading disability.
Primary reading retardation – refers to a sense impairment of a capacity to
learn. Although there is no brain damage, this is based on a constitutional
pattern of disturbed neurological organization.
Secondary reading retardation – refers to a reading disability for which the
causation is mainly environmental or external. Rabinovitch (1978) proposes a
third category “brain injury with reading retardation”.
Retarded reader –one whose reading achievement is less than that expected of
his peer group. To be retarded means to be behind or to be delayed in arriving.
A retarded reader is one who is behind in the normal or expected pattern of
achievement. This includes all individuals who have achieved less than normal.

What Are the Characteristics of Poor Readers?

1) Slow Learner
o Ability level with an IQ below 90
o Seldom reads on ability level
o Generally reads below grade level
o Instruction needs to be adapted and teacher expectations
must be realistic
2) Reluctant Reader
o Can read but will not
o The root of the reading difficulties is the mental attitude of
the pupil
 o Solution to the reading problem begins with a change of
attitude
3) Disadvantaged Reader
o Potential often far exceeds performance
o Generally can learn and wants to learn
o Lacks adequate oral language because of inadequate
experience
o Does not look upon reading as life-related
o Often feels alienated from the larger social structure
o Often is deficient in auditory attention
o Needs to learn how to learn
4) Retarded Reader
o Is usually of average or above average intelligence, although
retarded reader could be also a slow learner
o Does not read on ability level
o May or may not be reading below grade level
o May show blocks to learning, especially emotional or
neurological which keep him from learning to read

What Are The Levels of Retardation?

1) General/simple retardation
o A generally low level of reading ability as compared with mental
o Child lacks overall maturity in reading
o Child has low but relatively uniform reading profile and has
unfortunate reaction to his poor reading
o Can be identified by achievement tests and nonverbal instruments
Recommendation
o Instruction suited to their level of advancement
o A rigorously motivated reading program
o An opportunity to read a lot
o Does not have to be referred to the reading clinic for an individual
treatment
2) Specific retardation
o Those who are severely limited in one or more areas of reading who
demonstrate that they have developed the general basic skills and
abilities well enough to be able to read in other areas.
o Located by the use of reading tests that are more analytical than the
used in general diagnosis
o Remedial work can be given by the classroom teacher
Recommendation
o Remedial training on the skills and abilities where the child needs
further training
3) Limiting disability
o One who has serious deficiencies in basic reading skills and abilities
which impede his entire reading growth
o Has acquired interfering habits or has failed to learn one or more
essential skills
Recommendation
o Should be given remedial work in a school reading center
o Any decision must rest on a thorough case-study diagnosis
4) Complex disability
o Disabled children whose problems are more subtle and complicated
o Always severely retarded in reading
Recommendation
o Needs careful individual clinical attention
o Needs clinical diagnosis of his problem by the reading diagnostician
together with the services of other specialists

How Are Reading Difficulties Classified?

A. Deficiencies in basic comprehension disabilities
 Limited meaning vocabulary
 Inability to read by thought units
 Insufficient sentence sense
 Lack of the sense of paragraph organization
 Failure to appreciate the author’s organization
B. Faulty word identification which includes
 Failure to use context and other meaning clues
 Ineffective visual analysis of words
 Limited knowledge of visual ,structural and phonetic elements
 Lack of ability in auditory blending or visual synthesis
 Over analytical
o Analysing known words
o Breaking words into too many parts
o Using letter by letter or spelling attack
 Insufficient sight vocabulary
 Excessive locational errors: initial, middle, or ending errors
C. Inappropriate directional habits
 Orientation confusions with words
 Transpositions among words
 Faulty eye movements
D. Poor oral reading
 Inappropriate eye-voice span
 Lack of phrasing ability
 Poor rate and timing
 Emotionally tense oral reader
E. Limited in special comprehension abilities
 Inability to isolate and retain factual information
 Poor reading to organize
 Ineffective reading to evaluate
 Insufficient ability in reading to interpret

 Limited proficiency in reading to appreciate

 F. Deficiencies in basic study skills
 Inability to use aids in locating materials to be read
 Lack of efficiency in using basic reference material
 Inadequacies in using maps, graphs, tables, and other visual materials
 Limitations in techniques of organizing material read
G. Deficient in ability to adapt to needs of content fields
 Inappropriate application of comprehension abilities
 Limited knowledge of specialized vocabulary
 Insufficient concept development
 Poor knowledge of symbols and abbreviations
 Insufficient ability in use of pictorial and tabular materials
 Difficulties with organization
 Inability to adjust rate to suit the purposes and the difficulty of
material
H. Deficiencies in rate of comprehension
 Inability to adjust rate
 Insufficient sight vocabulary
 Insufficient vocabulary knowledge and comprehension
 Ineffectiveness in word recognition
 Being an over-analytical reader
 Insufficient use of context clues
 Lack of phrasing
 Using crutches
 Unnecessary vocalization
 Inappropriate purposes

CHAPTER 2 (Current Trends and Researches)

What Are The Findings of Current Researches?
About twenty years ago, a change began to take place in the predominant
way in which children with severe reading disability were viewed. Chall observed
that normal children who had great difficulty with reading were usually referred to
a reading clinician, to a psychologist, or to both of the specialists as well in order
to get at the “causes”. The usual recommended treatment was to alleviate the
conditions that might be causing the reading problem: emotional difficulties,
auditory and visual perception, motor problem, etc. a collaboration between
neurologists and special educators tended toward the neurological and
psychological. The tests used to diagnose children with learning disability were the
Frostig and various tests of auditory perception and blending.
With regard to remedial treatment, two major schools of thought appeared.
One tended to favour a remedial (or preventive program) based on the
strengthening the deficit visual-perceptual and/or auditory-perceptual abilities. The
other school of thought recommends “teaching to the strength” rather than to the

deficit or weakness. Thus it was recommended that those children stronger in

visual that in auditory factors be taught to read by a sight approach. Those stronger
in auditory than visual should be taught by phonics, and those weak in both should
use a kinaesthetic approach.
Masland and Cratty concluded in a position paper for the National
Advisory Committee on Dyslexia and Related Disorders that “an extensive
evaluation of the research shows very little association between non-academic
factors (visual perception, visual-motor coordination, etc.) and reading
achievement. Training these non-academic factors to bring about improvement in
reading and related skills showed inconclusive evidence. On the other hand, direct
training of reading and spelling, often referred to a symptoms of the learning
disability, “achieved better results than training the underlying psychological
processes”. The same findings were reported by Bateman who said, “In light of
these results, the heavy emphasis upon visual-perceptual evaluation and
remediation with learning disabled children does not appear to be the efficient road
to the academic success … Once placed in the remedial programs, the emphasis is
on related academic skills, rather than on remediation of concomitant splinter
skills. The most efficient way to remediate reading problems would seem to be the
teaching of reading.”
In fact several researches conducted by Bryan find little data to support
most of the characteristics used in the literature in learning disabilities. Among the
characteristics that did not discriminate in the research were: simple perception and
discrimination, hyperactivity, and neurological deficits. Behaviors that did
discriminate were: ability to pay attention, difficulty with complex tasks that make
heavy demands on language skills, and information organization.
Thus Samuels declared that:
“If there is no demonstration from the existing research that visual
perception, visual motor, and auditory-perceptual training are effective for
improving reading achievement, what is effective? Increasingly the articles in the
Journal of Learning Disabilities say it is reading-teaching reading.”
In the learning disability literature, one of the few fields often read is
Richardson and Bradley’s article (1974) in which they present their procedure for
learning disabled children called ISM—a teacher-oriented method of reading
instruction for child-oriented teacher. They say that ISM is simply a solid approach
to reading instruction based on the ideas and research of experts. The unique aspect
of the ISM is it’s fundamental premise that teachers themselves are the key to
instruction and, given sound principles of education, are fully capable of teaching
children as individuals.
Generally, in the 1960’s there was a tendency to define severe reading
disability as a characteristics stemming not primarily from environmental
deficiencies but from neurophysiological factors.
Thus, by definition, a child with reading problem, of normal or even
superior intelligence whose home background was not sufficiently stimulating
and/or whose schooling had been inadequate, would not be classified theoretically
as having learning disability. Following this definition, it is possible that bilingual
children of lower socioeconomic status, and children who go to very poor schools
would be eliminated from consideration for special learning disability programs.
Indeed it has been observed that dyslexia and learning disability may be middle-
class diseases.
 Two predictive studies by Jansky and de Hirsch in 1966 and the replication
in 1972 found a very strong interaction between high quality teaching and
achievement of children with neurophysiological defects. Classes taught by
competent teachers as judged by their principal and supervisors had lower
percentage of failure than those taught by poor teachers. It seems that one can have
a learning/reading disability with one teacher and not with another. The number of
learning disabilities can be cut in half if classroom teachers are competent even
though the children are lacking in “basic psychological processes” as determined
by the extensive test battery.
Recent researches emphasize the fact that the teacher is of tremendous
importance in preventing and in treating chidlren’s reading and learning
disabilities. When so much of the writing during the 1960’s concerning the
profound deficits of children with learning disability, many classroom teachers felt
there was little for then to do to help the child. In the zeal to find the “new”, the
“true”, the “real” causes and how to treat them, the constructive role that a
classroom teacher could play was too often overlooked.
The research of the past twenty years suggests, the good teaching is
probably the best way to help the child. It seems that direct training in the
academic skills as reading, spelling, writing or the three Rs is in most instances
more effective than perceptual training for the underlying psychological factors
such as the visual and auditory perceptual. Thus the classroom teacher is the key
person to recognize that a problem exists. He becomes a focal point in the
treatment. Even is the child is fortunate enough to receive special individual help
from a learning/reading disabilities specialists, the classroom teacher plays a
central role in prevention and in treatment collaboration with the remedial or
resource teacher. The earlier the child is diagnosed and treated, the easier it is for
him “to catch up”. The teacher can now take pride in the importance of the quality
of her teaching not only for remediation but in prevention of reading problems.
Thus, for the child with a reading disability, dyslexia, or a learning disability, the
current researches suggest that the best form of treatment is good teaching by a
qualified special remedial teacher and by good classroom teacher.

What Are the Common Reading Deficiencies?

Researches conducted in the Philippines and in other countries have shown
that there are many common reading deficiencies.
A study of common reading abilities and disabilities in public elementary
schools of Manila was undertaken by Dorotea B. Milo in 1966. Diagnostic silent
and oral reading tests, observations, questionnaire, and interviews were used to
gather data.
Average reading speed of pupils in grades four to six were two years
behind the Philippine norm. thus, sixth graders have a grade equivalent of 4.0; 5th
graders, 3.0; and 4th graders,2.0. The same results were obtained in reading
comprehension. The results of the diagnostic test on reading abilities indicate the
following deficiencies:

1.) Lack of vocabulary or inability to give meanings of words

 2.) Inability to appreciate the general significance of a selection
3.) Inability to follow precise directions
4.) Inability to grasp the thought of the selection

The following disabilities in oral reading were noted:

1.) Inadequacy of phrasing
2.) Word-by-word reading
3.) Ignoring punctuation
4.) Habitual repetition
5.) Omissions
6.) Lack of expression
7.) Poor enunciation
8.) Strained voice
9.) Stammering
10.) Reversed and confused symbols
11.) Substitution of words

Another study of oral reading difficulties was undertaken by

SalvacionParayno in 1962. Her subjects were 120 high school freshmen students of
the Philippine Women’s University. Individual oral reading tests were
administered and tape recorded to enable the investigator to note the reading
difficulties. The 48 oral reading deficiencies observed were divided into areas,
namely:
1.) Physical manifestations adversely affecting reading performance
2.) Most common errors: omission of final letters, habitual repetition of
words, disregard for punctuation of a different word.

The average accuracy in reading was equivalent to the performance of fifth

grade or a retardation of two years. Sixty-two percent (62%) of the group had
inaccurate comprehension and were retarded 1.5 years based on the American
norm. in reading speed, the groups were rated AVERAGE.
A similar study on reading difficulties was undertaken by FilomenaDayoan
in 1958. Questionnaire, checklists, observations, and interviews were used in
gathering data from 120 year students attending remedial reading classes in Jose
Abad Santos High School in Manila.
The Study showed that the greatest difficulty was mispronunciation in oral
reading and word meaning in silent reading.

Causes of Reading Disabilities

Research findings show the following general causes of reading
disabilities:
1.) Physical Deficiencies
 Visual deficiencies (classroom symptoms of perceptual and span
visual deficiencies)
 Hearing deficiencies
  Motor, speech, and glandular deficiencies
 Poor general health, malnutrition
 Brain damage and congenital word blindness
 Lateral dominance
2.) Emotional factors
 Personal and social adjustment, home environment, and adjustment
attitudes
3.) Intellectual factors
 Low intelligence
4.) Educational causes
 School’s administrative policies
 Lack of reading readiness
 Lack of adjustment to individual difference
 Method of teaching
 Teacher preparation

What Are The Possible Causes, Symptoms and Remedies?

More specific cases in both elementary and secondary levels are shown below.
1.) AUDITORY
Defects
A. Congenital
1. complete hearing loss
2. partial hearing loss
Causes
1. Heredity
2. Use of drugs
3. Contagious disease incurred by mother during pregnancy
Remedies
1. Give either the whisper test or the watchtick test to determine
extent of hearing loss.
2. Advise pupils with hearing loss to use hearing aids.
3. Let them sit near the source of sound.
4. Have running ears treated.
5. Provide adequate training in auditory discrimination.
B. Adventitious deafness
Causes
1. Illness
2. Overdose of pills
3. Accumulation of wax
4. Deformed outer ear
5. Accidents, falls, boxing of the ear
2. VISUAL
Defects
A. 1. Frequent headache
2. pain in back of head and neck
3. pain in forehead and temples
Causes
1. Heredity
2. Accidents during childhood
3. Improper use of the eyes
Remedies
1. Advise them to wear correctly fitted eyeglasses.
2. Let pupils sit at proper distance from blackboard or chart.
B. Blurred or double vision
C. Squinting of the eyes
D. Painful or watery eyes
E. Holding book too far or too near the eyes
F. Red or swollen eyelids

3. MOTOR DIFFICULTIES
Defects
A. Irregular ocular-motor control as shown by:
1. Unsteady handling of books
2. Defective way of turning pages
3. Clumsy, awkward, or uncoordinated movements
Causes
1. Malnutrition
2. Mild brain injury
3. Lack of opportunity to develop muscle control
B. Complaints of:
1. Fear
2. Left-handedness
4. Give word-discrimination exercises in the form of:
a. Drills with final endings
b. Drills in which words are paired with inverted sound
c. Specific work on:
i. Syllabication
ii. Grouping together words having the same affixes

5. REPETITIONS
Defects
A. Reads and rereads syllables , words, or phrases
B. Makes frequent regressions
C. Reads word for word in the halting manner
 Causes
1. Lack of skills in word recognition technique
2. Material is too difficult
3. Inadequate sight vocabulary
Remedies
1. Improve word-recognition techniques by using picture, action,
context and configuration clues.
2. Give plenty of exercises in phonetic and structural analysis.
3. Provide training to increase perception span using materials of
gradual difficulty.
4. Enlarge sight vocabulary with the use of word and phrase games.
5. Train pupils in reading by phrase or thought units. Use cards to
divide sentences.
6. Let pupils practice before having oral or dramatic oral reading.

6. OMISSIONS
Defects
A. Omits important words and portions of words
B. Fails to note crucial punctuation marks
Causes
1. Carelessness
2. Lack of concentration
3. Rapid reading without understanding
4. Desire to catch up with the eyes when pupils vocalize
5. Emotional
Remedies
1. Use easier reading materials within their instructional level.
2. Advise them to read carefully with appropriate speed depending
upon the type of material.
3. Require them to reread passages where omissions were done.
4. Use more visual aids.
5. Give frequent exercises in oral reading with proper expression.
6. Praise pupils even for slight improvement. Give them assurances
that they are doing fine.
7. SUBSTITUTION
Defects
1. Reads another word instead of the one in the book or printed
material.
2. Says another syllable or letter instead of what is written down
Causes
1. Poor word recognition
2. Ignorance of rules
3. Carelessness or use of sloppy habits
Remedies
 1. Unlock new words before oral reading.
2. Review phonics particularly the initial sounds
a. Use key words in teaching with one initial sound like vase,
vine.
b. Use pictures of objects showing minimal, pairs like
Pin – pen
Pan – fan
Hat – hut
c. Use flash cards, games of words showing form and meaning.
3. Stress word parts that pupils failed to recognize or analyse.
4. Read slowly and carefully until the tendency is overcome.

8. REFUSALS
Defects
A. Doesn’t want to try to read a word or phrase
B. Stops reading and gives signs showing that he needs prompting
C. Skips the word without noticing the omission
Causes
1. Lack of motivation
2. Lack of self-confidence or a feeling of insecurity
3. Fear of reading
4. Inadequate word recognition skill
5. Habits of giving up quickly
Remedies
1. Begin by using easier reading materials.
2. Praise children for successful efforts done and give
encouragement with general prodding.
3. Avoid scolding, nagging, or punishment.
4. Provide a strong motivation by stressing the values of reading
rather than demanding skills.
5. Teach various methods of attacking words.
6. Shorten the recitation period, then gradually increase the length as
interest and attention are gained.
9. FAULTY VOWELS AND CONSONANTS
Defects
A. Can’t pronounce vowel sounds correctly
B. Confused consonant sounds such as:
/s/ for /z/
/sh/ for /s/ or /ch/
/l/ for /r/
/v/ for /w/
C. Confuses letter forms such as:
b for d
p for q
 n for m or u
t for f
Causes
1. Poor word recognition
2. Faulty word analysis
3. Lack of proper sound discrimination
4. Lack of auditory (poor hearing sense)
5. Poor memory span
6. Immature speech development
7. Emotional distress
8. Faulty eye coordination
9. Speech defects
10.Lack of well-directed incentives to improve
Remedies
1. Provide guidance in many different most significant features of
printed words
2. Display the word in as many different form as needed.
3. Avoid introducing too many words in a single lesson.
4. Help pupils to utilize a variety of clues: pictures, context,
phonetic, word analysis with words previously encountered.
5. Guide them to see and use word parts which are most helpful in
word recognition.
6. Encourage them to use different analysis of words instead of
referring to the same ones.
7. Carry on word comparison and word drills.
8. Conduct flash card drills of words confused in meaning.
9. Make completion or multiple choice sentences using often
confused words.
10.Give more training in auditory discrimination prior to phonetic
instruction.
11.Use visual aids to make drills meaningful.
12.Set up reading exercises which focus the pupils mind in word
meanings.

10. SLOW RATE OF READING

Defects
A. Reads word by word
B. Uses lips in silent reading
C. Points to words with fingers
Causes
1. Limited reading vocabulary
2. Inability to read in thought units or phrases
3. Visual defects
4. Weak in the techniques of getting the thought from connected
materials
5. Narrow span of recognition
Remedies
 1. Increase sight reading vocabulary by using a combination of
techniques.
2. Give clear instructions as to how to read effectively.
3. Increase familiarity with words through meaningful exercises
and use of visual aids to develop understanding.
4. Read to answer a question of inference.
5. Enrich highly interesting materials.
6. Enrich sight vocabulary by means of short exposure combined
with practice in rapid reading.
7. Minimize or totally eliminate vocalization in silent reading.
8. Encourage oral reading of familiar stories or topics.
9. Use choral reading to develop sense of phrasing.
10.Give easy, interesting materials within limited time and checkup
at once.
11.Provide incentives for increasing speed by using individual
graphs, class charts, etc.
12.Provide practice on more rapid reading after difficulties are
overcome or minimized.

D. WORD-BY-WORD READING
Defects
1. Dead-level utterance of one word or another without grouping
words that are closely associated.
2. Uniform spacing of words without regard for meaning or in
violation of it.
3. Long pauses between certain words.
Causes
1. Meager sight vocabulary
2. Material too difficult
3. Poor training
4. Overlooks punctuation marks
5. Lack of comprehension
Remedies
1. Give adequate training in word analysis.
2. Give easier and interesting material.
3. Provide experience in choral reading and in dramatic oral
reading.
4. Read orally varied materials so as to develop different kinds of
skills and to increase the span of recognition.
5. Use combination of techniques to improve comprehension
6. Let pupils read conversational parts in books in which they must
express emotion and carry the feeling and personality of the
character with their voices.
7. Provide plenty of opportunities to read orally.
The remedial reading program takes into consideration a variety of factors and
recognizes that:
1. A reading difficulty has multiple causes.
 2. Some reading deficiencies are the results of other reading
difficulties.
3. Students with reading difficulties are not necessarily those with low
IQ.
4. Instructional materials must be adequate and appropriate to the
reader’s development stage.
5. Methods used to remedy the weaknesses are suited to the learner’s
needs.

Activity
Terminology:
1. Deficiency
2. Remediation
3. Intervention
4. Retardation
5. Under achiever
6. Disability
7. Dyslexia
8. Diagnose
9. Systematically
10.Motor deficiency
11.Heredity
12.Visual
13.Regression
14.Malnutrition
15.Meagre

II. Essay
1. If you were the teacher, what remedies will you apply to slow readers? 6
numbers
2. In order to diagnose students who kept on repeating words what things
should be remembered when diagnosed?
3. What are the possible causes, symptoms and remedies to:
a. Auditory defects
b. Motor defects
c. Slow readers