Hempenst

TITLE & LINK AUTHOR/S MONTH ABSTRACT

IMPROVING UPON Dr. Ajeet K. Rai and PUBLISHED: ABSTRACT

REMEDIAL Sanjay K. Yadav September 2016
TEACHING IN Collaborative Action
SOCIAL STUDIES: A RECEIVED: August Research is a
COLLABORATIVE 5, 2016 research activity that
ACTION RESEARCH enables two players,
REVISED: August 7, viz. the university
https://gdsfzd.org/wp- 2016 based researcher
content/uploads/2017 and the school based
/10/Chapter-02-3.pdf ACCEPTED: August teacher to collaborate
10, 2016 by making their
expertise and
experiences come to
bear upon a practical
problem that is faced
or ideated primarily
by the teacher. The
present article reports
the collaborative
study conducted in a
social science
classroom in a school
context with remedial
teaching as the main
phenomenon of
interest. The study
helped the teacher as
a collaborator in the
thfstudy to benefit
through enhancing
his professional
expertise whereas
the researcher as the
collaborator was able
to enrich his
knowledge regarding
the practical
problems that the
teachers faces with
respect to remedial
teaching and how
they go about solving
such problems.
 A. W. Logue, Mari PUBLISHED: July ABSTRACT:
Watanabe-Rose, and 2016
Should Students Daniel Douglas Many college
Assessed as students never
Needing Remedial take, or do not
Mathematics Take pass, required
College-Level remedial
Quantitative mathematics
Courses Instead? courses theorized
A Randomized to increase college-
Controlled Trial level performance.
Some colleges and
https:// states are therefore
journals.sagepub.co instituting policies
m/doi/full/ allowing students to
10.3102/0162373716 take college-level
649056 courses without first
taking remedial
courses. However,
no experiments
have compared the
effectiveness of
these approaches,
and other data are
mixed. We
randomly assigned
907 students to (a)
remedial
elementary algebra,
(b) that course with
workshops, or (c)
college-level
statistics with
workshops
(corequisite
remediation).
Students assigned
to statistics passed
at a rate 16
percentage points
higher than those
assigned to algebra
(p < .001), and
subsequently
accumulated more
credits. A majority
 of enrolled statistics
students passed.
Policies allowing
students to take
college-level
instead of remedial
quantitative courses
can increase
student success.

Differences in Jessica Accurso- PUBLISHED: May ABSTRACT

Remedial Salguero 14, 2016
This study
Pedagogy
determined and
Approaches assessed the
between Teachers perceptions of both
and Students students and
teachers on the best
https:// approaches to
scholarship.shu.edu/ remedial education.
cgi/viewcontent.cgi? Although much of the
article=3188&context research in the
=dissertations&httpsr remedial education
edir=1 field has used
quantitative
approaches to
determine the impact
of taking remedial
classes on academic
outcomes, qualitative
research has been
less extensively used
but offers a better
understanding of why
students do not
remediate
successfully. While
remedial programs
work well when
students successfully
complete remedial
courses, students
often fail to complete
them. Therefore, it is
important to
understand why
remedial programs
sometimes succeed
but so often fail.
Based on the Grubb
and Gabriner (2013)
triangle of instruction
and modifying this
triangle in the context
of research by Cox
(2009) and Jenkins
(2011), this
qualitative study
sought to develop an
understanding of
students’ taking
remedial courses and
teachers’
perspectives on
teaching remedial
courses by taking a
multipronged data
collection approach.
The research
questions in this
study were used to
determine how faculty
and students
describe the effective
teaching methods
conducive to
successful student
learning. This case-
study approach
included classroom-
based observations
of teaching methods,
student attitudes, and
interviews of both
teachers and
students. The
interview topics
included how
students learn best
from the perspective
of both teachers and
students. More
specifically, the
sample for individual
interviews consisted
of 12 students and
two teachers
participating in
remedial courses at
 one urban East Coast
community college.

EFFECTIVENESS Eufemia A. Tomelden February 2016 Abstract

OF REMEDIAL
READING TO NON- The reading
READERS IN THE performance of pupils
INTERMEDIATE at Lomboy
LEVEL AT LOMBOY Elementary School is
ELEMENTARY low as reflected in
SCHOOL PhilIRI assessment.
In fact, none among
https:// the 21 respondents is
depedro1.com/wp- able to read. This
content/uploads/ study focused on the
2019/02/Eufemia- effectiveness of
Tomelden.pdf? Remedial Reading to
fbclid=IwY2xjawE8Gj Non-Readers in
RleHRuA2FlbQIxMA Intermediate Level at
ABHb48v5r_770UAL Lomboy Elementary
VCwKyM- School. It aimed to
d_MGXpqTzA1yPRqj identify the
_Z9EQlF00M595Va7 effectiveness of
2avmg_aem_OtxWbb various interventions
9-E1SQCUrX3Emx9g used in the conduct
of remedial reading. It
covered 21 pupils
from Grades 4, 5 and
6 as the respondents.
They were composed
of 14 males and 7
females. The
research looked into
the reading level of
the respondents and
the significant
difference after the
intervention. This
study is a pretest and
posttest experimental
design. Total
enumeration method
was utilized, where all
pupils from grades 4,
5 and 6 were
measured individually
in terms of their
reading skills to
determine who
among them cannot
 read. The findings
indicated increase
from the results of
pretest to the
posttest. The results
of posttest based on
computed mean
which is 27.14 as
their reading level
was found
significantly higher
than the pretest
results which is zero
(0). It is
recommended that
the conduct of
remedial reading
classes should be
implemented
consistently for the
pupils to develop
genuine love for
reading, supported by
varied instructional
materials.

Re-inventing Hernen, Toni October 2016 Abstract

Remedial Reading
in the 21st Century: Remedial courses
A Review of the have been the center
Benefits and of attention over the
Challenges of a past decade. More
Hybrid Remedial students enter college
Reading Course and take at least one
remedial course
because they have
failed the entrance
https://
exams that determine
www.researchgate.ne
if students have the
t/publication/ basic skills to take
377193987_Re- credit bearing courses.
inventing_Remedial_ The increase in
Reading_in_the_21st enrollment for these
_Century_A_Review_ courses has left
of_the_Benefits_and administrators to find
_Challenges_of_a_H other sources and
ybrid_Remedial_Rea programs to
ding_Course#full-text accelerate the
process. Students who
are not accelerated
through the remedial
 courses are
sometimes left with
taking more than one
remedial in a
semester. This
setback can potentially
delay the student’s
matriculation and
eventually cause the
student to drop out of
college. This paper
examines a first year
pilot hybrid remedial
reading course offered
in the Fall of 2015.
Further, this small-
scale study illustrates
the benefits and
effects of a hybrid
remedial reading
course and provides
future
recommendations for
achievement. Using
qualitative and
quantitative data, the
hybrid remedial
reading course was
determined to provide
positive outcomes
when comparing the
treated and non-
treated groups. It was
further observed that
the students found the
course to be
innovative and spark
their interests. The
promise of a new
alternative to remedial
reading in the 21st
century has the
potential to boost
student attainment,
matriculation, and
progress.

Evaluation of the Lavonier, Nicole Published Online: Abstract

effectiveness of
November 2015
remedial reading Limited research is
courses at Published Print: June available on the
community colleges effectiveness of
 2016 remedial college
courses. The present
https://doi.org/10.1080 study evaluated the
/10668926.2015.1080 effectiveness of two
200 instructional
approaches for
developmental
reading courses at a
community college in
the southwestern
United States. The
instructional
approaches were
traditional textbook-
based instruction and
strategic-reading
instruction. The
sample consisted of
64 participants. Half
(n = 32) of the
participants were in
the control group (n =
32) and received
traditional textbook-
based instruction; the
other half (n = 32)
were in the
experimental group
and received
strategic-reading
instruction. All
participants
completed the
Nelson-Denny
Reading Form G at
the beginning of the
semester and then
again 12 weeks later,
at the end of the
semester. The data
were then statistically
analyzed to identify
any relationships
between the type of
instruction and the
differences between
the students’ pretest
and posttest scores.
The null hypotheses
for H1 and H2 were
 rejected because the
results of the paired t
tests indicated that
both traditional
textbook-based
instruction and
strategic-reading
instruction have a
statistically significant
positive effect on
students’
performance on the
test. A one-way
ANOVA was
conducted to
determine whether
the pretest/posttest
difference scores
varied based on the
type of instruction.
The findings showed
that both methods of
instruction were
equally effective in
improving the reading
comprehension skills
of community college
students in a
developmental
reading course.
Based on the
findings, community
college leaders are
encouraged to
assess the
effectiveness of the
instructional methods
used in
developmental
courses to ensure at-
risk community
college students are
receiving the most
beneficial instruction.

The Effect of Reading Joseph Petalcorin March 2016 Reading

Fluency and Sanopao comprehension is an
Comprehension intricate undertaking
Remediation in that includes many
Learning levels of processing
English as Second and every
Language (ESL) learner of English as
Second Language
https:// (ESL) should know.
www.researchpublish One of the most
.com/upload/book/ crucial aspects is to
The%20Effect%20of decode unfamiliar
%20Reading- words encountered in
2850.pdf text. This school-
based action
research proposalwill
address the effect of
reading fluency and
comprehension
remediation in
learning ESL. The
researcher will further
determine if the
reading program of
Kimagango High
School has significant
impact on the reading
comprehension skills
of the students. The
participants in the
study are the 34
students of Grade 7
Amethyst of
Kimagango High
School, Kimagango,
Midsayap, Cotabato,
Philippines.

Remedial Xianglei Chen September 2016 Abstract

Coursetaking at U.S.
Public 2- and 4-Year This study examines
Institutions: Scope, the extent of remedial
Experience, and coursetaking at U.S.
Outcomes. public institutions, its
effects on student
https://nces.ed.gov/ outcomes, and the
pubs2016/2016405.p experiences of
df students who enroll in
remedial courses.
The report explores
the relationship
between remedial
education and
postsecondary
success, highlighting
 challenges and
offering policy
recommendations.

Effects of Engaging Victoria M Rey Published in 2016 Abstract

Students in a
Remedial Reading This research
Course examines the effects
of engaging students
https:// in a remedial reading
files.eric.ed.gov/ course, addressing
fulltext/ the challenges faced
EJ1246587.pdf by academically
underprepared
college students who
often enter college
lacking essential
reading skills. Many
students exhibit
negative attitudes
towards remedial
courses due to
stigma, frustration
over not earning
credits, and doubts
about placement test
accuracy. To counter
these issues, the
study implements
engaging practices
such as sharing news
articles, writing
journal reports, and
participating in group
activities, which
enhance
comprehension,
critical thinking, and
collaborative skills.
The findings indicate
that these activities
not only improve
students' reading
abilities but also help
them recognize their
strengths and needs,
fostering a more
positive attitude
towards learning.
 Ultimately, the
research underscores
the importance of
creating a supportive
and interactive
learning environment
to prepare students
for academic
success and meet
the demands of
college-level
coursework.

Remedial Education Jimenez et al. September 2016 Abstract

The Cost of Catching
Up This research
addresses the
https:// widespread issue of
files.eric.ed.gov/ underpreparedness
fulltext/ED586241.pdf among college
students, with 40% to
60% requiring remedial
courses in subjects
like English and math,
which do not count
toward their degrees.
This situation imposes
a significant financial
burden, costing
approximately $1.3
billion annually and
leading to lower
graduation rates, with
on-time completion
rates consistently
below 10%. The report
highlights the
disproportionate
impact on
marginalized students
and advocates for
raising academic
standards, enhancing
collaboration between
K-12 and higher
education, reforming
remedial education
practices, and
improving federal
accountability
regarding remedial
 education data.
Personal accounts
from students
illustrate the
challenges they face,
underscoring the
urgent need for
systemic changes to
better prepare
students for college
and reduce reliance on
remedial courses

A Century of Scammacca, N. K., September 2016 The history of

Progress: Reading Roberts, G. J., Cho, research on
Interventions for E., Williams, K. J., interventions for
Students in Grades Roberts, G., Vaughn, struggling readers in
4–12, 1914–2014 S. R., & Carroll, M. Grades 4 through 12
dates back to 19th-
https://doi.org/ century case studies
10.3102/0034654316 of seemingly
652942 intelligent children
who were unable to
learn to read.
Physicians,
psychologists,
educators, and others
were determined to
help them. In the
process, fhey
launched a century of
research on a wide
variety of approaches
to reading
intervention. As
shown in this
systematic narrative
review, much has
changed over time in
the conceptualization
of reading
interventions and the
methods used to
determine their
efficacy in improving
outcomes for
struggling readers.
Building on the
knowledge gathered
over the past 100
 years, researchers
and practitioners are
well-poised to
continue to make
progress in
developing and
testing reading
interventions over the
next 100 years.

Reducing Risk Council, M. R., August 2016 This descriptive study

through a Cartledge, G., Green, examined whether a
Supplementary D., Barber, M., & computer-based,
Reading Gardner, R. repeated reading
Intervention: A Case intervention (i.e.,
Study of First- and Reading Relevant
Second-Grade and Culturally
Urban Students Engaging Stories) is
associated with
https://doi.org/ improved reading and
10.17988/bedi-41-04- social behavior for
241-257.1 three primary-aged
urban black girls who
each showed both
academic and
behavioral risk. The
Reading Relevant
and Culturally
Engaging Stories
intervention utilized
culturally relevant
reading passages for
repeated readings
delivered through
computer software to
increase the reading
fluency of the young
learners. Single-
subject data
collection procedures
(AR designs) were
used to measure
student performance
in reading and
behavior during the
intervention. Reading
and behavioral
outcomes improved
following
implementation of the
 intervention for all
three participants.
The benefits of
systematic, intensive,
and culturally relevant
intervention to reduce
risk in beginning
learners are
discussed.

Effectiveness of Kumar, Pardeep June 2016 The current study

PASS based examined the
Remedial Programs effectiveness of
for Children with remedial programs
Reading, Spelling based on PASS
and Mathematical theory in reading,
Deficits spelling and
mathematical deficits
https:// and among PASS
www.researchgate.ne processes of children
t/publication/ with reading and
303751542_Effective mathematical
ness_of_PASS_base disabilities. Total 280
d_Remedial_Program students with reading
s_for_Children_with_ (N=140) and
Reading_Spelling_an mathematical
d_Mathematical_Defi disabilities (N: 140)
cits aged 9-12 years were
tested on Wide
Range Achievement
Test-4 (WRAT 4) and
Cognitive
Assessment System
(CAS) in pre and post
test conditions, The
students with reading
and mathematical
disabilities were
diagnosed as scoring
below sixteenth
percentile on specific
WRAT-4 and CAS
subtests. The
experimental group
got PREP remedial
intervention for
reading and planning
facilitation for
mathematical
disability for four
 months and was
retested on an
equivalent form of
WRAT 4 and CAS.
Results suggested
that control group did
not differ in pre and
post test situations in
any deficit area and
PASS processes.
Conversely, the
experimental group
presented significant
improvement in
reading, spelling and
simultaneous and
successive synthesis
(p<.001) in reading
disability and on math
computation and
planning and
simultaneous
processes (p<.001) in
mathematical
disability group. The
findings provide an
evidence for the
validity of PASS
based remedial
programs in
improving upon these
areas of deficits
among reading and
mathematical
disabled children.

Conversations in an Kathleen Reeb- April 2016 The public discourse

8th–Grade ELA Reascos, M.A surrounding English
Classroom: Spaces Language Arts (ELA)
Where Young education in the
Adolescents Can United States imitates
Construct Identities the ongoing debate
https:// over state standards
libjournals.mtsu.edu/ and high-stakes
index.php/ijwc/ testing
article/view/600/545 (Anagnostopoulos,
2003). Since the
inception of No Child
Left Behind and the
subsequent
integration of the
Common Core State
Standards, a
paradigm shift toward
accountability and the
“quantifying of ability”
(Beach, Campano,
Edmiston &
Borgmann, 2010, p.
8) has fostered “a
remedial and deficit-
based approach to
teaching” (Beach, et.
al., 2010, p. 8). This
prescriptive approach
prioritizes the “basic
skills” of reading
comprehension and
technical writing
composition and
dissuades the
integration of logical
reasoning, critical
thinking, creative
expression, text
synthesis, information
analysis, posing and
solving problems,
communication,
collaboration and
reflection (Beach, et.
al., 2010; Calkins,
Ehrenworth, &
Lehman, 2012).
Lacking the
opportunities to utilize
these skills or explore
in the ELA classroom,
students experience
teaching and learning
devoid of meaning,
empowerment and
creativity, which has
become associated
with widespread
student
disengagement and
superficial
instructional practices
(Alsup, 2010; Beach,
 et. al., 2010;
Cunningham, 2001;
Ivey & Johnston,
2013).

A simple and Lin, C.-C.; Guo, K.- December 2016 This study aims at
effective remedial H.; Lin, Y.-C. implementing a
learning system simple and effective
with a fuzzy expert remedial learning
system system. Based
http://dx.doi.org/ on fuzzy inference, a
10.1007/s10864-015- remedial learning
9238-8 material selection
system is proposed
for a digital
logic course. Two
learning concepts of
the course have been
used in the proposed
system:
number systems and
combinational logic.
We conducted an
experiment to
validate the
success of the
proposed system
where 88 students
who studied a
computer-related
program
at a vocational high
school in Taiwan
participated in the
experiment. The
participating
students came from
three different types
of classes. The fuzzy
expert system
determined
the numbers of the
remedial material
units according to the
scores of the pre-test.
Based
on the results of the
fuzzy expert system,
each student then
received personalized
 remedial
learning materials by
randomly selecting
problem-based
learning units from a
learning
material repository.
After reading the
remedial learning
materials, the
students took the
post-test. The
experimental results
reveal that the
students made
significant progresses
after
studying the remedial
learning materials.
Both of high-
achieving students
and low-achieving
students made
significant
progresses.
Moreover, all of the
three types of
students made
significant
progresses.

Supplementary Kimber L. Wilkerson, 2016

Reading Instruction in Min-Chi Yan, Aaron
Alternative High B. Perzigian, Orhan Recent data suggest
Schools: A Statewide Cakiroglu that a majority of
Survey of Educator secondary students
Reported Practices read below the level
and Barriers con- sidered
proficient on state
https://doi.org/ stundardized tests of
10.1353/ reading. Alternative
hsj.2016.0000 high schools, in
particular, serve a
high proportion of
struggling readers.
This survey study
investi- gated reading
instruction provided
to struggling readers
in alternative schools
 in one state by
determining: (a) the
types of
supplemental reading
instruction provided,
(b) the methods of
referral, and (c)
educator-perceived
barriers to providing
that instruction.
Findings indicate that
most alternative
schools offer
supplemental reading
instruction and that
standardized
assessments are the
primary method of
referral. Lack of staff
and instructional
resources, poor
student behavior and
motivation, and
insufficient time were
all identified as
barriers to providing
instruction.
Implications for
research and practice
are also identified.

Valencia Campbell- 2016 The purpose of this

Examination of the Chappin study is to enable the
relationship between prediction of which
high school students
secondary education
will likely require
reading achievement remedial reading
and college classes in college
remediation and therefore the
failure to conduct the
study could lead to
https://
these high school
search.proquest.com/
students not
openview/
receiving remedial
516b58556ddabb0cb
instruction during
0cc7e45867175ff/1?
high school or when
pq-
they arrive at Texas
origsite=gscholar&cbl
community colleges.
=18750
There is a growing
academic need for
developmental
reading classes in
postsecondary
education. In the
majority of community
colleges, students
with lower basic skills
did not need a GED
or high school
diploma for
enrollment. The
researcher used
logistic regression
modeling techniques
to construct a model
that optimizes
prediction of the odds
of a student needing
remedial reading at
college. The study
consisted of archived
records of 2,179 high
school students in
Texas during school
year 2012 and 2014.
The results indicated
that both 8th and
10th grade scores
were significantly
related to the odds of
needing remedial
reading at the post-
secondary level. The
omnibus chi-square
and Nagelkerke R2
were examined for
changes. An increase
indicated that 8 th
grade reading exam
results significantly
adds to the prediction
of the likelihood of
the need for remedial
college reading
course. The 10 th
grade English 2 scale
scores were added
into the model. The
results indicate that,
when demographics
 were controlled, the
model is significant, x
2 (5, n= 2,102)=
135.78, p=. 000,
Nagelkerke R 2=. 09,
OR= 1.004. All three
demographic
variables contributed
significantly to the
prediction of the need
for remedial college
reading courses,
gender (p=. 001),
economically
disadvantaged (p=.
000), ethnicity (p=.
000).

Kanakappa Pujar and 2016 The instant study

Effectiveness of HM Shailaja examined the
Remedial Programme effectiveness of
remedial programme
on Improving
on improving reading
Reading comprehension skills
Comprehension Skills of children with
of Children with dyslexia. The
researcher has made
Dyslexia
the study single
group experimental
http:// and conducted pre-
euroasiapub.org test and post-test on
reading
comprehension to
know the
effectiveness of
remedial programme.
The sample
comprised 50
dyslexic students of
fifth standard
studying in
Government Primary
Schools of Belagavi
city, this sample was
drawnwith the help of
Rutter’s Proforma-B
(1967). The
researcher has
developed remedial
programme based on
 English Text book
prescribed by DSERT
Karnataka state for
the fifth standard and
remedial programme
has been conducted
on the selected
sample. In this study
Performance on
Reading
Comprehension was
Dependent Variable,
whereas remedial
programme was an
independent variable
and gender was
treated as a
moderator variable.
The findings of the
study reveal that the
remedial programme
is effective on
improving the skills of
reading
comprehension
among children with
dyslexia

Examining the Batan, A.D 2016 Identified causes of

problems students' reading
encountered by challenges
elementary remedial included non-mastery
reading teachers in of reading elements,
Batangas the presence of
(unpublished learners-at-risk, and a
master's thesis). lack of a reading
University culture. Additionally,
of Batangas, even though
Philippines. the DepEd provides
trainings for remedial
reading teachers, the
agency doesn’t have
any uniform, clear
and organized
guidelines as to how
remedial reading
instruction
should be done in
schools.
 Edwin M Balderas Jr, 2016 This qualitative
PROCESS EVALUATION Edilhynie M research study
FOR THE 8-WEEK Jambangan employed
READING phenomenological
REMEDIATION: A BASIS approach to conduct
FOR ENHANCEMENT a process evaluation
for the 8-Week
https://doi.org/ Reading Remediation
10.5281/ Program in identifying
zenodo.13335003 issues and
challenges faced by
reading teachers and
coordinators drawing
out proposed
improvement to
enhance the
effectiveness of the
program. Based on
the findings, the
themes derived
revealed numerous
issues, including
insufficient funding,
communication gaps,
lack of training,
limited parental
involvement,
inadequate
monitoring, and
implementation
deficiencies. As a
result, identified
themes in the
challenges revealed
were resource
constraints, unfitting
materials, scheduling
difficulties, teacher-
role mismatches,
student absenteeism,
limited
communication,
unreliable results,
and inconsistent
resources. The
process evaluation
categorized proposed
improvement into four
components:
development focused
 on securing
resources and
promoting
collaboration,
implementation
strategies
emphasized
comprehensive
teacher training,
schedule
adjustments, and
elevating reading to a
core subject,
monitoring initiatives
aimed to increase
parental involvement
and robust program
monitoring, and
feedback demands
consistency to
enhance resource
quality. The results
highlighted the need
for substantial
program
enhancement that
provides training on
intervention
strategies, enhance
teachers' skills with
localized workshops,
develop participatory
training programs,
implement effective
teaching approaches,
and examine the
effectiveness of
localized reading
materials.

In search of Katarzyna M. 2016 Although

effective Bogdanowicz, developmental
remediation for Grażyna Krasowicz- dyslexia is frequently
students with Kupis, Katarzyna diagnosed in Poland,
developmental Wiejak little knowledge of
dyslexia – a review effective treatment for
of contemporary this disorder is
English literature available in Polish
society. Remedial
https:// teachers for many
journals.pan.pl/ years have applied
dlibra/show-content? traditional methods
id=105227 aimed at correction
and compensation for
affected cognitive
functions and
academic skills.
Otherwise, although
western therapies are
regularly advertised
in the media, their
effectiveness has
rarely been subject to
scientific
investigation. Since
the assumptions
underlying some
approaches are not
consistent with
current
understanding of
cognitive function,
they may attract
negative expert
appraisal.
Unfortunately, it
seems that fashion in
dyslexia therapy is
resistant to rare
expressions of
criticism from the
scientific community.
The purpose of this
article is to promote
awareness about
effective treatment for
specific reading
disorders. Teachers’
greater
understanding in this
area should help
Polish dyslexic
children and their
parents, who may be
confused by offers of
misguided therapy
and sharp business
practise. It is hoped
that this article will
clarify the situation. In
 this review of modern
English journal
articles, focus is on
remedial teaching of
reading, and more
specifically, support
for dyslexic students
experiencing
difficulties in
decoding. Here we
are concerned only
with therapy in
alphabetic languages
in which individual
speech sounds
correspond to letters.
Analysis of articles
from the last six years
leads to the
conclusion that the
most effective
therapy for the
reading disorder is
training in
phonological
awareness and
consolidation of
letter-sound
knowledge. However,
these skills should be
practised in the
context of reading

Academic Kimber L. Wilkerson, 2016 School districts offer

Remediation– PhD et al specialized
Focused Alternative programming for
Schools: Impact on secondary students
Student Outcomes who experience high
https://doi.org/ rates of course failure
10.1177/0741932515 or low credit
620842 accumulation. While
these alternative
programs are meant
to increase student
success, little
research evaluates
outcomes for
students attending
them. In this study,
we used propensity
 score matching
(PSM) to investigate
the effectiveness of
secondary alternative
schools on four
student outcomes:
school attendance,
credits earned,
number of office
referrals, and number
of suspensions.
Findings from
Poisson regression
analyses indicate that
attending an
academic
remediation–focused
alternative school is
associated with
significantly lower
attendance but also
with earning
significantly more
credits than
enrollment in a
traditional school. In
addition, enrollment
in an alternative
school is associated
with significantly less
office referrals and
suspensions than
enrollment in a
traditional school.
Implications for
policy, practice, and
further research are
discussed.

2024

TITLE & LINK AUTHOR/S MONTH ABSTRACT

Remedial Brenda Bestian PUBLISHED: ABSTRACT

Education Teachers January 30, 2024
’ Syar Meeze Mohd Remedial education is
Rashid implemented to help
Competencies
primary school
for students who
Differentiated experience difficulties
Pedagogy: mastering the 3M
Systematic skills of reading,
writing, and counting.
Literature
This systematic
Review literature review was
conducted to review
https://www.ijlter.net/ the competency of
index.php/ijlter/ remedial education
article/view/ teachers for
1850/1874 differentiated
pedagogy. The study
focused on
competency of
remedial education
teachers regarding
levels of knowledge,
skills, and readiness to
implement
differentiated
pedagogy. Literature
was searched through
Google Scholar,
SCOPUS, and Web of
Science and 149
articles that had been
published between
2019 to 2023 were
identified; of these, 12
were selected for the
analysis, which used
the Reporting Items
for Systematic
Reviews and Meta-
Analysis (PRISMA)
approach. The results
reveal that not all
studies found that
remedial education
teachers’ competency
for differentiated
pedagogy was at high
levels for all three
elements –
knowledge, skills and
readiness. The results
of this study can serve
as a guide and
reference for teachers,
the Ministry of
Education, and future
 researchers, to
improve remedial
education teachers’
competency for
differentiated
pedagogy. Future
studies should do a
more in-depth
exploration, by
conducting a survey to
review the
competency of
remedial education
teachers for
differentiated
pedagogy, and the
challenges they face in
implementing it.

EFFECTIVENESS Lorenza T. Gigante March 2024 Abstract

OF THE REMEDIAL
READING The study aimed to
PROGRAM ON determine the
PUPILS’ effectiveness of the
PERFORMANCE remedial reading
program on the
https://doi.org/ reading
10.5281/ comprehension of
zenodo.11350117 pupils at Sta. Lucia
Elementary School.
Specifically, this
study aimed to verify
the effectiveness of
the proposed special
remedial teaching
program in
developing the skills
in getting from the
context, noting details
and making
inferences. The pre-
test/ posttest Time
Series Experimental
Design was used in
the study. Based on
the Phil-IRI pretest
results, there were a
total of sixty pupils
who were identified
frustration level of
readers which were
taken as the subjects
out of 204 Grade
Four Pupils of Sta.
Lucia Elementary
School. Thus,
remedial programs
were provided to help
these pupils
compensate for the
insufficient learning in
previous academic
setting. The remedial
teaching in reading
skills was applied to
the special group
given the special
remedial teaching
which was four times
a week for fifteen
minutes in each
session (30 Grade IV
pupils) on lessons on
getting meaning from
the context, noting
details and making
inferences. On the
other hand, another
group of 30 Grade IV
pupils served as the
regular group given
the regular remedial
teaching which was
two times a week for
thirty minutes in each
session. Based on
the study conducted,
it showed that the
reading performance
of the students in the
control and
experimental group in
the pretest did not
differ significantly on
getting meaning from
context, noting details
and making
inferences. The
effectiveness was
indicated when the
gain scores of both
groups taught by
program of remedial
teaching. However,
special group was
significantly higher
compared the regular
group. The Special
Remedial Reading
Program for Grade
four pupils was
proven effective in
improving the reading
comprehension of the
children’s reading
skill in English since
there was a very
significant difference
between the
performances of the
two groups after the
experiment in favor of
the experimental
group. The computed
mean of the
experimental group is
almost twice as high
as compared to the
computed mean of
the control group.
This indicates that
those who underwent
to the special
remedial reading
program had better
performance than
those who were
granted with the
regular remedial
reading program. The
Special Remedial
Reading Program
was an effective
strategy because of
the development
observed by the
pupils. It is suggested
that elementary
teachers must apply
this program
 especially the special
remedial reading
session to proliferate
its effectiveness and
teachers be kept
abreast in a new
mode of teaching that
could maximize
pupils’ participation
as well as promote
Higher Order
Thinking Skills
(HOTS) to the
elementary pupils.
Thus, this could make
a great foundation in
their formative
system.

Effectiveness of Leonard Ivan B. February 2024 Abstract

Remedial Reading Abergos, John Royce
to Struggling M. Dela Cruz, Jessa This study aimed to
Readers of Grade 7 C. Lasala, Shaina N. determine the
Students Prado, Princess Kate effectiveness of
M. Tapar, Donna Remedial Reading to
https:// Claire B. Cañeza, struggling readers of
www.researchgate.ne and Darrel M. Grade-7 students at
t/publication/ Ocampo Bolo Norte High
378007342_Effective School. Specifically, it
ness_of_Remedial_R sought to 1)
eading_to_Struggling determine the
_Readers_of_Grade_ reading
7_Students comprehension level
of respondents based
on the pre and post-
test results; 2)
evaluate the
significant difference
between the reading
comprehension level
based on the pre and
post-test results; and
3) design an
extension service to
support the existing
remedial reading
program of Bolo
Norte High School.
This study used
descriptive and
documentary
methods utilizing
secondary data:
PHILIRI pre-test and
post-test results of
120 Grade-7 students
at the school who
have been identified
as struggling readers
based on their
performance on the
standardized reading
assessment
administered by the
school. The result of
the level of reading
comprehension of the
respondents on the
pre-test was 6.68,
interpreted as
“Emerging.” The post-
test result after the
first five months of
implementation was
changed to 11.10,
interpreted as
“Developing.” A
paired T-test was
conducted to
determine the
significance of this
improvement. The t-
value of -9.21 and the
associated p-value of
0.000 suggest a
significant difference
between the pre and
post-test scores. This
data indicates that
remedial reading is
effective in improving
reading
comprehension.
However, the post-
test score did not
achieve the intended
outcome. Therefore,
the researchers
proposed an
extension service
 program to support
the existing remedial
reading program of
Bolo Norte High
School called Project
CASARO (Creating
Alliance in Supporting
and Assisting
Reading Opportune
for BNHS-LN.

EXPLORING THE Mulama, M. D., & 2024 Research has shown

RELATIONSHIP Muthee, J. that a substantial
BETWEEN number of school-age
REMEDIAL children experienced
INSTRUCTIONS significant difficulties
AND GRADE THREE in learning how to
LEARNER’S read. Despite
READING ABILITIES numerous
IN PUBLIC PRIMARY interventions
SCHOOLS IN implemented in many
RUARAKA NAIROBI Western countries to
CITY COUNTY, address this issue,
KENYA children in Sub-
https://doi.org/ Saharan Africa, such
10.46827/ as Kenya, continued
ejse.v10i4.5397 to struggle with poor
reading capabilities.
Specifically, the
research focused on
the influence of
remedial instructions
in addressing reading
disabilities among
grade three learners
in Ruaraka, Nairobi
County. The study
was based on the
Communicative
Language Teaching
Theory. A descriptive
survey research
design, employing a
mixed-method
research approach,
was utilized. The
research targeted
1,023 grade three
learners, 12 head
teachers, and 24
teachers within 12
primary schools in the
Ruaraka sub-county.
Purposive sampling
was employed to
select 5 schools with
known interventions
for learners with
reading difficulties.
Grade three learners
were selected using
the census method,
while two teachers
and one head
teacher were
conveniently sampled
from each school.
Data collection
involved using
questionnaires for
grade three teachers,
interview guides for
head teachers, and
the Kenya National
Examinations Council
(KNEC) test for grade
three learners.
Quantitative data
were analyzed using
frequency
distribution,
percentages, chi-
square, and
correlations with the
assistance of
Statistical Package
for Social Sciences
(v23). Qualitative
data were analyzed
thematically, adhering
to all ethical
guidelines throughout
the research process.
The findings revealed
that Remedial
Teaching, while
promising, did not
exhibit a statistically
significant impact on
reading performance.
 The study concludes
that selecting the
right intervention
strategy when
seeking to improve
the reading abilities
of grade three
students. The study
recommends that a
rigorous and detailed
investigation be
undertaken to discern
the specific strengths
and weaknesses of
Remedial Teaching
as an intervention
strategy. This in-
depth analysis can
provide valuable
insights into its
efficacy in addressing
reading
disabilities.

Assistance or Xu, Di December 2016 Developmental

Obstacle? The education is the most
Impact of Different common approach
Levels of English used by community
Developmental colleges to assist
Education on underprepared
Underprepared students for college-
Students in level course work.
Community Colleges Yet there is limited
http://dx.doi.org/ evidence regarding
10.3102/0013189X16 this strategy on
683401 students assigned to
the lowest level of the
developmental
sequence. This paper
extends current
knowledge on this
critical question by
examining the
impacts of different
levels of
developmental
reading and writing
on students'
academic outcomes.
The results suggest
 that the impacts are
generally insignificant
for students on the
margin of needing
developmental
course work, yet the
estimates are
negative on students
assigned to the
lowest level of the
developmental
sequence. The
results therefore
support the
increasing national
push to reform these
programs.

GROUP MEMBERS:
AGUSTIN, ALAIZA M.
DERRADA, AHYANNA
FRONDA, BILLY JHON L.
PAGGAO, EMMANUEL D.
RAYMUNDO, DJEREELOU D.
VALENZUELA, JESSA KAYE