Remedial Instruction in Reading

Definition
• It refers to correcting or improving deficient
skills in a specific subject. Thus, Remedial
Reading is a change in instruction that helps
remedy a weakness in the area of reading.
 How RIR should be taught?
• Remedial Reading programs should be
research-based and implemented with fidelity
by teachers who have received sufficient
training. The instruction should be explicit and
should move sequentially from the simplest
concepts to the more complex. Instruction
should be consistent and intensive with
teacher modelling, guided practice, and
independent practice.
 Types of Reader
• RUDIMENTARY - ABILITY TO CARRY OUT SIMPLE,
DISCRETE READING TASKS
• BASIC - ABILITY TO UNDERSTAND SPECIFIC OR
SEQUENTIALLY RELATED INFORMATION
• INTERMEDIATE - ABILITY TO SEARCH FOR SPECIFIC
INFORMATION, INTERRELATE IDEAS, AND MAKE
GENERALIZATIONS
• ADEPT - ABILITY TO FIND, UNDERSTAND, SUMMARIZE,
EXPLAIN RELATIVELY COMPLICATED INFORMATION
• ADVANCED - ABILITY TO SYNTHESIZE AND LEARN FROM
SPECIALIZED READING MATERIALS
  

Three steps or modes of analysis are reflected in three types of reading and
discussion:

• What a text says     – restatement

• What a text does    – description
• What a text means – interpretation .
You can distinguish each mode of analysis by the subject matter of the discussion:

• What a text says – restatement – talks about

the same topic as the original text
• What a text does – description – discusses
aspects of the discussion itself
• What a text means – interpretation —
analyzes the text and asserts a meaning for
the text as a whole
 3 Basic Elements of Reading
• phonemic awareness
• phonics and
• fluency building
• Phonemic awareness is a subset of
phonological awareness in which listeners are
able to hear, identify and manipulate
phonemes, the smallest units of sound that
can differentiate meaning. Separating the
spoken word "cat" into three distinct
phonemes, /k/, /æ/, and /t/, requires
phonemic awareness.
• Phonemic awareness and phonological
awareness are often confused since they are
interdependent. Phonemic awareness is the
ability to hear and manipulate individual
phonemes. Phonological awareness includes
this ability, but it also includes the ability to
hear and manipulate larger units of sound,
such as onsets and rimes and syllables
• Phonemic awareness builds a foundation for
students to understand the rules of the
English language. This in turn allows each
student to apply these skills and increase his
or her oral reading fluency and understanding
of the text
Phonemic awareness relates to the ability to distinguish and
manipulate individual sounds, such as /f/, /ʊ/, and /t/ in the case of
foot. The following are common phonemic awareness skills practiced
with students:
• Phoneme isolation: which requires recognizing the individual sounds
in words, for example, "Tell me the first sound you hear in the word
paste" (/p/).
• Phoneme identity: which requires recognizing the common sound in
different words, for example, "Tell me the sound that is the same in
bike, boy and bell" (/b/).
• Phoneme substitution: in which one can turn a word (such as "cat")
into another (such as "hat") by substituting one phoneme (such as
/h/) for another (/k/). Phoneme substitution can take place for initial
sounds (cat-hat), middle sounds (cat-cut) or ending sounds (cat-can
• Oral segmenting: The teacher says a word, for example,
"ball," and students say the individual sounds, /b/, /ɑ/, and
/l/.
• Oral blending: The teacher says each sound, for example,
"/b/, /ɑ/, /l/" and students respond with the word, "ball."
• Sound deletion: The teacher says word, for example, "bill,"
has students repeat it, and then instructs students to repeat
the word without a sound.
• Onset-rime manipulation: which requires isolation,
identification, segmentation, blending, or deletion of onsets
(the single consonant or blend that precedes the vowel and
following consonants), for example, j-ump, st-op, str-ong.
For example, the teacher might say, now say bill
without the /b/." Students should respond with /ɪl/.
There are other phonemic awareness activities,
such as sound substitution, where students are
instructed to replace one sound with another,
sound addition, where students add sounds to
words, and sound switching, where students
manipulate the order of the phonemes. These are
more complex but research supports the use of the
three listed above, particularly oral segmenting
and oral blending
• Phonics
A method of teaching people to read and
pronounce words by learning the sounds of
letters, letter groups, and syllables.
It is a long-standing teaching method that is
good for teaching children to decode words.
Phonics instruction typically begins by teaching
children that sounds are represented by specific
letters.
Phonics skills are important for children to be
able to read fluently. Children who master
phonics learn to recognize individual sounds
and how to blend them together to read
words. Many children with learning disabilities
in reading have difficulty with phonics skills.
However, they often respond well to
phonics instruction.
Phonic Instruction - is a teaching
method that teaches the relationship between
sounds and the letters we use to represent
them.

Intervention – multisensory strategies

• Fluency – is the ability to read text accurately
and quickly.
RECESSSSSSS…………..
• Fluency is the developmental process that
connects decoding with everything we know
about words to make the meaning of the text
come to life. Fluency is a wonderful bridge to
comprehension and to a life long love of
reading.
Next meeting bring any article to be
read in the class (individual
presentation, then let us see, your
three basic elements of reading if
will be rated- excellent. Better,
good, poor.)
 “Our understanding of what we
read does not directly come from
words and sentences on the
page, but from the interpretation
we create, in our minds, of what
we read.”