CORRECTIVE OR REMEDIAL

READING PROGRAM
Module 2
WORD SCRAMBLE GAME!

Instruction: A name will be randomly selected, and the

chosen individual will then randomly select a number
ranging from 1 to 7. Each number corresponds to a set of
scrambled terms associated with our topic “Corrective or
Remedial Reading Program. Your task is to unscramble
the terms provided, with the aid of the accompanying
definitions. Do your best!
What is a Remedial Reading Program?

• It reduces the number of students who have extreme difficulty

learning to read and write.
• It helps struggling learners shore up their basic skills.
• Highly effective short term intervention of struggling readers in
both an individualized and small group setting.
• Designed to close the gap between what a student knows and
what he’s expected to know. They often target reading or math
skills.
• Remedial programs can provide extra help for many students
Why a Corrective or Remedial READING program?
• 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, interest, abilities, and needs.
• Individual differences coupled with several factors such as the
ineffective and untrained teacher, the lack of instructional material,
poor classroom environment, and lack of coordination with home
and community agencies have resulted in various types of reading
disabilities.
• Evidence shows that remedial training produces desirable results, but this
should be preceded by systematic diagnosis.
Why Should We Diagnose Systematically?

• Webster says that “Diagnosis is the art or act of recognizing

disease from its signs and symptoms.”
• Bruckner defines educational diagnosis as the technique
through which one discovers and evaluates the strengths
and weaknesses of an individual.
• According to Dechant, “The heart of diagnosis is an intelligent
interpretation of the facts. It is not simply testing.”
What Are Some Principle Of Diagnosis?
1. Begin with each student’s unique instructional needs (what can
he do? What are his difficulties? What causes his difficulties?
What can be done to remedy his difficulties?.)
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2. Diagnosis is always directed towards formulating methods of
improvement.
3. Genuine diagnosis looks toward the causes of the symptoms.
The diagnosis viewpoint is that behavior is caused.
4. Causes of pupil inadequacy are usually multiple rather than
single or unitary.
5. In diagnosing the causes of children's difficulty, the teacher
besides skill needs the 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 of 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 reading survey test; a
reading attitude test; IQ test; an informal reading inventory;
observations; listening tests; 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.
b. Give individual reading test.

4. Make a detailed investigation of causality or an

intensive case-study diagnosis.
c. Analyze carefully the disability.
d. Look for correlates of the disability.
e. Identify the underlying causes of the reading disability
 What Are Some Types Of
Disabilities?
• Dallman and De Boer define reading retardation as backwardness in
reading that can be corrected by special instruction.
Three types of readers:

• One who is not reading well as he can but is able to improve his
performance under the guidance of the regular classroom teacher.
• One who has difficulties which are serious enough to require the
assistance of a remedial , usually in a special reading class.
• 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 reading.
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.
• Reading disability – refers to retarded readers whose mental ability should
enable them to read considerably better than they do.
• 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.
• Dyslexia – defective reading which may represent loss of competency
following brain injury or degeneration or a developmental failure to
profit from reading instruction.
• Primary reading retardation – refers to a sense impairment of
capacity to learn. 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 environment or external.
• Retarded reader – one whose reading achievement is less than
expected of his peer group. To be retarded means to be behind or to be
delayed in arriving.
What Are The Characteristics Of Poor
Readers?
•Slow Learner
Ability level with an IQ below 90.
Seldom reads on ability level.

•Reluctant Reader
Can read but will not.
The root of the reading difficulties is the mental
attitude of the pupil.
• Disadvantaged Reader
Lacks adequate oral language because of inadequate experience.

• Retarded Reader
 Is usually of average or above average intelligence, although a
retarded reader could also be a slow learner.

Does not read on ability level

What Are The Levels of Retardation?
• GENERAL or SIMPLE RETARDATION
 A generally low level of reading ability as compared with
mental age.
Child lacks overall maturity in reading.

Recommendations:
Instruction suited to their level.
A rigorously motivated reading program.
• SPECIFIC RETARDATION
Those who are severely limited in one or more areas of reading
but who demonstrate that they have developed the general basic
skills and abilities well enough to be able to read in other areas.
Located by the use of reading tests that are more analytical than
those used in general diagnosis.

Recommendation:
Remedial training on the skills and abilities that the child needs
further training.
• LIMITING DISABILTY
One who has serious deficiencies in basic reading skills and abilities which impede his
entire reading growth.

Recommendations:
Should be given remedial work in a school reading center.

• COMPLEX DISABILITY
Disabled children whose problems are subtler and complicated.

Recommendations:
 Needs clinical diagnosis of his problem by the reading diagnostician together with the
services of other specialists.
How Are Reading Difficulties Classified?
• Deficiencies in basic comprehension abilities
Limited meaning vocabulary
Inability to readPartby
01 thought units

• Faulty word identification

Failure to use context and other meaning clues
Ineffective visual analysis of words
Limited knowledge of visual, structural, and phonetic elements
• Inappropriate direction habits
Orientation confusions with words
Transpositions among words
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Faulty eye movements

• Poor oral reading

Inappropriate eye-voice span
Lack of phrasing ability
• Limited in special comprehension skills
Inability to isolate and retain factual information
Insufficient ability in reading to interpret
Part 01

• Deficiencies in basic study skill

Inability to use aids in locating materials to be used
Limitations in techniques of organizing material read
• Deficient in ability to adapt to needs of content fields
Inappropriate application of comprehension abilities
Poor knowledge Part 01of symbols and abbreviations

• Deficiencies in rate of comprehension

Inability to adjust rate
Being an over-analytical reader
Insufficient vocabulary knowledge and comprehension
 REPORTERS:
TRISTAN NEIL DOGELIO
RINY LANCE GABRIEL FUNDAL
MA CARLENE MACAHILIG
JEZZA MAE MENTINO
LADY GRACE LABANIEGO
NIKKA PANES
RINA GEN ANDALECIO

THANK YOU!