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Similar to READING REMEDIATION.pptx
READING REMEDIATION.pptx
- 1. Prepared by: SHERBETH I.DOROJA Teacher- I
- 2. What is READIN G? R E AD I N G According to Virgel Howes, it is a subtle and complex process that involves sensation, perception, comprehension, application and integration. It is popularly known as an active dialogue between the author and the reader and also the best tool for learning. It is a multifaceted process involving decoding, sight word naming, comprehension, fluency and motivation
- 3. IMPORTANCE OF READING Through reading, man isable to explore the mysteries of the world. Reading enables man to uncover some answers to questions.
- 4. Research shows thatstudents make significant gains in reading when teachers provide interventions that are explicit and intensive; more specifically, when teachers individualize interventions to fit the targeted student’s deficit (Torgesen, 2004).
- 5. FACTORS THAT INFLUENCE READING PROFICIENCY Spencer (2010) indicatesthat other contributors may include heredity,memory, auditory processing, and educational history. Each one of these contributors impacts reading in their own way, as indicated in Table 1.
- 6. READING DIFFICULTIES Congenital auditory defect iswhen partial and complete hearing loss. Kinetic reversal is a problem in reading where sequence of letter in word are confused, as left for felt and was for saw. READING PROBLEMS Inadequate Instruction Lack of Appropriate Materials Big Unmanageable Classes Poor Attitude Towards Reading Conflict with Interests
- 7. READING REMEDIAL refers tocorrecting or improving deficient skills in specific subject. Is a change in instruction that helps remedy a weakness in the area of reading. What is READING REMEDIATIO N/REMEDIAL
- 8. SKILLS REQUIREDFOR PROFICIENTREADING PHONEMICAWARENESS PHONICS READING FLUENCY VOCABULARY READING COMPREHENSION
- 9. “Correlation studies haveidentified phonemic awareness and letter knowledge as the two best school-entry predictors of how well children will learn to read during their first two years of school” (NRP, 2000). PHONEMIC AWARENESS refers to the ability to hear, identify, and manipulate sounds in spoken words. Before children learn to print, they must understand that words are made up of speech sounds, or phonemes Phonemic awareness instruction should be focused on multiple skill sets. These skills include: Rhyming segmentation isolation deletion Substitution blending Rules to Teach Phonemic Awareness • It is not dependent on Print • Make it Fun (Think Outside the Box) • Work with Groups • Play with language (Piglatin) • Look for Teachable Moments • Teach across Settings (Generalize) Note: Once a student has mastered this skill do not continue teaching.
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- 12. PHONICS Phonics is thestudy of sound-symbol correspondence for the purpose of learning to read and write. Phonics is essential to a child’s literacy development. Research shows that young children benefit significantly from systematic and explicit instruction in phonics. Rules to Teach Phonics • Make it Fun (Think Outside the Box) • Systematically introduce Decodable Words • Explicitly teach Rules • Teach Syllabication Skills • Consider Learning Styles and Preferred Modalities Note: Repetition is Key
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- 15. READING FLUENCY Reading fluencyis the ability to read text accurately, quickly, and with expression. Fluency serves two purposes, it gives students the opportunity to read and re-read the same text and it provides practice for students to read while receiving guidance and corrections from a fluent reader (Reading Rockets, 2012). Rules to Teach Fluency • Make it Fun (Think Outside the Box) • Learn and Study Phrases (Repeated Reading) • Use Developmentally Appropriate Reading Materials • Chart Student Progress. Note: Do not focus on grammar.
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- 18. VOCABULARY A list orcollection of words or of words and phrases usually alphabetically arranged and explained or defined. Rules to Teach Vocabulary • Use Multiple Modalities & Have Fun • Encourage Wide Reading • Teach Independent Word-Learning Strategies (context clues/word parts) • Teach Multiple Meanings • Do Not Focus on Tier 3 words Note: Teach Vocabulary directly and indirectly providing instruction across subjects. 25
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- 20. READING COMPREHENSION is theability to understand and interpret what is read. Rules to Develop Comprehension Skills • Read & Re-Read • Explicitly teach comprehension skills • Use authentic and informal text • Group work helps
- 21. READING COMPREHENSION activities RECIPROCALTEACHING – refers to an instructional activity in which the students become the teacher in the small group reading sessions. HOW TO USE RECIPROCAL TEACHING Put the students in groups of four. Distribute one note card to each member of the group identifying each person’s unique role. The Summarizer,Questioner,Clarifier and Predictor Have the students read a few paragraphs of the assigned text selection. Encourage them to use note-taking strategies such as selective underlining or sticky-notes to help them better prepare for their role in the discussion.
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