6 Components of Remediation

The orientation component- Provides continuity and focus to the remedial session. It may be
an engaging question or statement related to local or national news, or even school life.

Direct Instruction component- Instructional heart of the remedial session.It should never be
traded away,even for one period, without some compelling reason.
Reinforcement and Extension component-This period of time ideally should build on the direct
instructional period and be spent in empowered reading, writing, and discussion of what was
read. Writing activities may vary from simply listing key words to summarizing and reacting.

Schema-Enhancement Component- This unit of time should be spent in building a knowledge

base for further reading and independent thinking. It is an ideal time to teach study skills such
as outlining, note taking, and memory training.

Personal-Emotional Growth Development-There is little learning or consequence that can

occur without the learner involvement and anticipation of personal progress.

Cognitive Development Component.- This component should contain an attempt to enhance

basic thinking operation such as: inference, abstract verbal reasoning, analogical reasoning,
constructive-critical/ creative reading,convergent and divergent analysis, problem-solving, and
metacognition.

Concepts of Print - the foundational, or emergent literacy, skills involved in how to hold a book
and turn the pages, identifying a word or sentence, where to begin and end reading a page,
having the eyes move in the correct direction, retelling a story, or relating the author’s ideas to
one’s own experiences.

Directionality-moving one’s eyes in the correct direction for reading the printed form of
language.

Story Structure–the ability to identify the characters,plot,and setting of a story.

Visual Discrimination – the skill of seeing likeness or differences among objects, pictures,
letters, numbers, or words.

Words and sentences – identifying the individual words and sentences on a page, identifying
that sentences are made up of words,and recognizing that these words and sentences contain
meaning are important concepts of print.

Explicit Instruction: Reading Big books

Environmental Print – the print that surrounds us is an excellent source for teaching students
that they can be successful in reading. Students can easily identify many of the symbols and can
feel successful as readers.
Language Experience – provides an authentic learning experience for students. It helps
students understand that the printed word carries meaning. It is most often used with the
beginning readers, but can be successfully used with adults learning to read.

Grapheme–the physical representation of a symbol from a standard alphabet.

Letter identification–the skill of naming a graphic symbol belonging to a standard alphabet.

Note: Do not
simultaneously teach letters with similar appearances.

Phonemic Awareness-Is the ability to hear, identify, and manipulate individual sounds-
phonemes--in spoken words.Before children learn to read print, they need to become more
aware of how the sounds in words work.

Sound Isolation.In sound isolation, use conspicuous strategies. Example: The first sound in sun
is /ssss/.Blending (Example:/sss/-/uuu/-/nnn/issun).In blending instruction,use scaffold task
difficulty. activities.

Segmenting (Example:The sounds in sun are/sss/-/uuu/-/nnn/)In phoneme segmentation

instruction, strategically integrate familiar and new information.

Sight words – are words that can be recognized instantly and pronounced without resorting to
the use of word analysis.

3 basic sight word lists:

“Dolch Basic Sight Words” - account for approximately 70 % of the words children encounter in
grades 1 through 3, and approximately 40% of the words that appear in adult text.

Edward Fry’s “Instant word list” - is a second high-frequency word list. The first 100 words on
the list account for about 50 % of all printed materials. The 300words on this list account for
about 65 % of all printed materials. These are the words most frequently used to generate text
in basal readers and other narrative materials.

“Adult Basic Word list” - contains the 385 words that adults beginning to read most frequently
use to generate written text.

Picture Clues-The use of picture clues is an emergent literacy skill that assists students in
identifying words in the text and predicting story content. They are useful in developing sight
vocabulary.

Phonic Analysis-The process of using the relationships between spelling and pronunciation at
the letter, syllable,and word levels to figure out unfamiliar words.

Syllabic Analysis- The process of dividing words into pronounceable units that contain a vowel-
like sound. The way the story is written encourages the student to drum out the syllables, or
beats, like playing a drum.

Disposition–openingthestudent’s mind and will to engage new words.

Integration–establishingtiesbetweenthemeaningofanewwordandthestudent’s existing
knowledge.

Repetition–provisionsforpracticedistributedovertime,as well as opportunities for frequent

encounters with the word in similar and differing contexts.
Interaction and meaningful use– social situations conducive to using new words in interactions
with others and, thus, mentally referencing new words in listening, reading, writing, and
speaking.

Self-instruction–maintaining an awareness of new words outside the classroom.

Graphic organizers – provide visual representation of the relationships among words. Usually
geometric shapes and lines are used to slow these relationships. They provide opportunities for
students to develop a more thorough understanding of words by seeing relationships and being
active in the learning process (Blanchowicz and Fisher 2000).

Definition word maps – help students see visual representations of definitions (Schwarts and
Raphael 1985). The concept is presented, and students organize information to which concept
belongs, its properties, examples, or illustrations of the concept.

Logo and picto maps – at the emergent literacy stage, students may not have developed the
skills needed to decode words. A pictorial representation of the words and their relationships is
presented.

Semantic feature analysis – is a grid that assists students in identifying similarities and
differences among concepts that are related to each other. It helps students make
comparisons.

Semantic maps - are a diagrammatic way of showing relationships among concepts, ideas, by
using circles and lines.

Word walls – are working bulletin boards (Padak 2001). It is a chart with a theme or focus
determinedbytheteacher.Thesechartsarepostedaroundtheroomandusedasawayofstudying
word patterns and word relationships.

Morphology – is the study of word formations that include compound words, contractions, and
affixes. Knowledge of morphemes helps children expand their vocabulary beyond root words
and aids in comprehension of printed materials.

Affix – a prefix, suffix, or inflectional ending that is added to a root word to change the function
of the word or to add its meaning.

Compoundword–awordthatis formed by combing two or more words.

Contraction – formed by omitting one or more letters or sounds from an expression and
replacing the omitted letters with an apostrophe.

Root word – the word that is left after you take away all affixes.

Description of compound words Usually do not create much difficulty because students already
know each of the smaller words that make up the compound word. Students who have
difficulty with compound words may not have recognized that the words are made by
combining already known words. Attention should be drawn to the compound words’ makeup.
Description of Contractions-Usually do not create problems because they maintain the same
meaning and often have similar structures. Directing students’ attention to the “lazy way of
writing”is often sufficient during silent or oral reading.

Context-Wordsthatsurroundaparticularwordandhelp identifying it.

Six types of context clues:

Direct definitions and explanations.Wordssuchasisandmeansgivecluesthatadefinitionor

explanation will follow.

Explanation through example. Sometimes, writers us explanations to help the reader

understand a word’s meaning. “The car has rust spots; these are reddish brown spots that have
decayed.”

Words in a series. The reader can get an idea about a word’s meaning if it is included among
other words that belong to the same category. “We visited Hirosaki, Tokyo, and Toyota.”

Synonym or restatement. Unknown words may be identified because different words with
similar meanings are used in conjunction with it.

Comparison or contrast.Wordsarecomparedorcontrastedwithwordsthatareknown already.

Familiar expressions or figures of speech. At times metaphors and similes may be used to
convey meaning.

Antonyms–wordsthatareoppositeinmeaning.

Figurative language – words that contain meanings that are different from their literal
meanings.Connotative rather than denotative meanings.

Homophones (homonyms) – words that have the same sound but are spelled differently and
have different meanings.

Homographs–wordsthathavethesamespellingbutarepronounceddifferently.

Multiplemeanings–thevariousmeaningsandshadesofmeaningwordscanhave.

Synonyms–wordsthathave the same meanings.

Fluency – Being able to decode words automatically, group them meaningfully, and read with
expression. Being fluent in reading allows students to focus on comprehension – interacting
with text and attaching meaning to printed symbols. It also helps students develop more
positive self-image as readers.

Oral Reading – communicating an author’s message by reading aloud to an individual oran

audience.

Major Fluency Strategies

Antiphonal Reading –groups of students are assigned to read parts of a selection or text in
unison.

Choral reading - students read together text in unison and the selection is not divided into parts
for different groups of students to read.

Echo reading –fluencyismodeled.Studentsimmediatelyechoaphrasereadbya skilled reader.

Paired reading–acapable reader and a student who is having difficulty reading materials written
at an instructional level are paired or partnered together.

Radio reading – students are asked to think back to the days when people sat around the living
room in anticipation of stories being told on the radio. In radio reading, one student is the
announcer. This promotes listening skills and audience reading.

Readers’ theater – students practice reading their script parts. After practicing their parts, they
present the script to an audience of parents or peers without memorizing the script.

Repeated readings–studentspracticereadingaselectionuntilitisreadperfectly.

Tape – assisted reading – students read along in their books as they listen to an audio taped
recording of their book by a fluent reader. This has been called “talking books”.

Alphabetic Knowledge: understanding that letters represent sound so that words may be read
by saying the sounds represented by the letters, and words may be spelled by writing the
letters that represent the sounds in a word.

Sight-Word Knowledge: all words any one reader can recognize instantly (with automaticity)
not necessarily with meaning.

Basic Sight Words:a designated list of words, usually of high utility.

Knowledge on Sound-Symbol Correspondence: (a.k.a. graph phonic knowledge) the readers’

ability to use phonics, phonemic, and structural analysis knowledge.

Disposition–openingthestudent’s mind and will to engage new words.

Integration–establishingtiesbetweenthemeaningofanewwordandthestudent’s existing
knowledge.

Repetition–provisionsforpracticedistributedovertime,as well as opportunities for frequent

encounters with the word in similar and differing contexts.

Interaction and meaningful use– social situations conducive to using new words in interactions
with others and, thus, mentally referencing new words in listening, reading, writing, and
speaking.

Self-instruction–maintaininganawarenessofnewwordsoutsidetheclassroom.
Factors Affecting Students’Listening Comprehension

Internal factors – refer to the learner characteristics, language proficiency, memory, age,
gender, background knowledge as well as aptitude, motivation, and psychological and
physiological factors

External factors - are mainly related to the type of language input and tasks and the context in
which listening occurs

Context - refers to the spatial-temporal location of the utterance, i.e. on the particular time and
particular place at which the speaker makes an utterance and the particular time and place at
which the listener hears or reads the utterance.

Co-text - It refers to the linguistic context or the textual environment provided by the discourse
or text in which a particular utterance occurs. Co-text constrains the way in which we interpret
the response.Here we can infer that the person is not going to a picnic by judging from the co-
text.

Listen and imitate.Learnerslistentoamodelprovidedbytheteacherandthenrepeatorimitateit.

Phonetic training. Articulatory descriptions, articulatory diagrams, and a phonetic alphabet are
used.

Minimal Pair drills. These provide practice on problematic sounds in the target language
through listening discrimination and spoken practice. Drills begin with word-level then move to
sentence- level.

Contextualized minimal pairs.Theteacherestablishedthesettingorcontextthenkeyvocabularyis

presented. Students provide meaningful response to sentence stem.

Visual aids.These materials are used to cue production of focus sounds.

Developmental approximation drills. Second language speakers take after the steps that
English-speaking children follow in acquiring certain sounds.Practice of vowel shifts and stress
shifts related by affixation

Reading aloud/recitation.Passages and scripts are used for students to practice and then read
aloud focusing on stress, timing, and intonation.

Recording of learners’production.Playback allows for giving of feedback and self-evaluation.

Contextualized practice.This aims to establish the link between form and function. The activity
should highlight the situation where the form is commonly used.

Personalizing language. Personalized practice encourages learners to express their

ideas,feelings, and opinions. These activities help learners to use language in interpersonal
interactions. A variety of gambits or useful expressions should be provided.
Building awareness of the social use of language. This involves understanding social
conventions in interaction. Communication strategies are directly taught and practiced through
contextualized activities.

Building confidence. The key is to create a positive climate in classroom where learners are
encouraged to take risks and engage in activities.

Speak at standard speed. This means providing more and slightly longer pauses to give
students more time to make sense of the utterances.

Use more gestures, movement,and facial expressions.Theseprovideemphasisonwordsandgive

learners extra clues as they search for meaning.

Be careful with fused forms.Language compressions or reduces forms can be difficult for
learners. Use these forms without overusing or eliminating them altogether.