During the remedial teaching in writing, I decided to guide her on writing cursive letters since she is still

in the third grade. At first, she doesn’t know the strokes on writing cursive letters, she even forgets the
cursive letter of some letters on the alphabet. I provided her a paper where cursive letters were written
out, and all she needs to do is to copy it correctly with my guidance on writing it. Even though she has
the difficulty on writing some letters but she still manages to write it correctly.

The strategies that I have applied during the remedial writing, I ensure that she will understand clearly
the strokes of the cursive letters. I provided her a list of cursive letters from A-Z with their corresponding
partners or the small letters, that’s why she ended up learning those letters correctly, not all, but mostly
of it.

During the remedial reading, I noticed that she has difficulty of pronouncing words that has a lot of
vowel sounds. She, sometimes mistakenly pronounced the letter e and a, that’s why I helped her out on
pronouncing it correctly so that she would learn the correct pronunciation of each word and letters.
Also, she has difficulty on uttering words clearly and consistently, I know that she may be shy because
she may pronounce it wrongly.

The strategies that I have applied during the remedial reading is that I ensure that she would remember
the correct pronunciation of each word by the use of power point presentation, wherein there are a lot
of graphics related to each letter she will be learning. In that way, she would be interested by learning
through it because of its effects of animations shown in the presentation. At the end, she manages to
pronounce and spell the words correctly.

The factors to be considered in the curriculum of remedial program are the base goals and standards for
language learning on theory and research. To practice the beliefs of the teacher and knowledge about
instruction to research, and organize the syllabus framework that it is usable in the curriculum. Lastly, is
to select materials and activities that facilitate accomplishment of school goals.

The factors to be considered in the instruction of remedial program is to identify the instructional
strategies and activities for the learners. Instruction must also be based upon what we know about the
effective teaching learning process in language skills. Those whoa re involved in designing or selecting
instructional activities need to consider the variables of successful learning in language learning, given
its interactive and constructive nature. Time must be provided in classroom practice, and composing
should be and important part of the program. Furthermore, students must be given opportunities to
their progress through independent learning and self-monitoring process, and the conducive school
climate that would enhance the development of students. Finally, the organizational structure of the
school or the program and coordination among all language programs must be develop.

What is assessment in remedial instruction?

Assessment plays a very important role in remedial program, specifically the teaching and learning
process. By means of assessment, remedial teachers can use assessment to guide instructions, through
formative, diagnostic, and summative assessment that would holistically and analytically assess every
student in the remedial program. In this way, teachers can know the learning progress as well as
strengths and weaknesses of pupils; hence, they may design different teaching activities accordingly to
help pupils learn in an effective manner. Furthermore, the validity and fairness are the prominent
indicators for evaluating the quality of assessment being used, that’s why teachers can use this as a
guide on the assessment they used for the betterment of learning and for learning enhancement.