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Remedial Reading Program

The document outlines a remedial reading program aimed at improving reading fluency and comprehension for students who struggle academically. It emphasizes the importance of assessing student needs, utilizing various diagnostic tools, and tailoring instruction to different learning styles. The goal is to provide targeted support to help students progress and meet educational standards.

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ETHEL INCORPORADO
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11 views

Remedial Reading Program

The document outlines a remedial reading program aimed at improving reading fluency and comprehension for students who struggle academically. It emphasizes the importance of assessing student needs, utilizing various diagnostic tools, and tailoring instruction to different learning styles. The goal is to provide targeted support to help students progress and meet educational standards.

Uploaded by

ETHEL INCORPORADO
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Remedial

Reading
Program
Ethel Z. Incorporado
What is Remedial Reading?
- a supplemental reading
program that consists of re-
reading unfamiliar text until a
satisfactory level of fluency is
reached.

- a strategy that implements


assisted reading, reading
while listening, and paired
reading.
Go to new.classpoint.app
1. Which of the following should a teacher do
prior to reading remediation?

A. Thoroughly assess and evaluate students.

B. Administer an informal reading inventory.

C. Design a material reading program.

D. Conduct an interest inventory through questionnaire.


Before a remediation teacher
can effectively work with students, she
must determine what the students need.
A remediation teacher is responsible for
using multiple diagnostic tools to determine
student needs. These tools include online
and paper-based tests designed to test
basic skills. The teacher also observes
students as they work to identify areas
of confusion. The results will help a
remediation teacher to select
appropriate materials and prepare a
list of remediation strategies to help
students to learn.
2.Which of the following characterizes
remedial students in general?

A. They have low intended quotient and low


emotional quotient.

B. Their abilities fall several levels below their


current level.

C. They have a number of learning disabilities.

D. They failed in two or more subject areas in their


level.
A remedial student is a student who
does not meet criteria that would allow
him/her to enter into the next level
classes and their abilities fall
several levels below their current
level.
3. What is the primary goal of remedial instruction
in English?
A. To separate the low performing from the high
performing.
B. To help students cope with the demands of their actual
level.
C. To help schools achieve their mission and in quality
education.
D. To identify students who do not achieve school
standards.
Providing remedial reading programs is
imperative to improve both reading fluency
and reading comprehension, particularly to
elementary school students because fluency
and comprehension are particularly important
at this stage of development and early
intervention can impact the progression of
reading difficulties.
4. Which is an important curriculum
consideration in the remedial reading
program?

A. Develop handwriting fluency through speed


trials.

B. Prioritize word recognition and spelling sight


words.

C. Place emphasis on difficult-to-form letters.

D. Stress neatness and legibility of cursive


Remedial programs offer the
possibility of focusing on those
students who are lagging behind
and teaching at a level that is
appropriate for their current level
of skills. Ideally, such an intervention
would increase their progress, and
decrease the heterogeneity of
student learning levels in a given
grade.
5. In designing a remedial program in English, which
of the following is the most important of the student
considerations?

A. Likes and dislikes C. Socio economic


status

B. Background knowledge D. Learning styles


The four core learning styles in the VARK model include visual, auditory, reading
and writing, and kinesthetic.

1. Visual - Visual learners are better able to retain information when it’s
presented to them in a graphic depiction, such as arrows, charts, diagrams,
symbols, and more. Similar to how designers use visual hierarchy to emphasize
specific design elements, visual learners thrive with clear pictures of
information hierarchy.
2. Auditory - Sometimes referred to as “aural” learners, auditory learners prefer
listening to information that is presented to them vocally. These learners work
well in group settings where vocal collaboration is present and may enjoy
reading aloud to themselves, too.
3. Reading & Writing - Focusing on the written word, reading and writing
learners succeed with written information on worksheets, presentations, and
other text-heavy resources. These learners are note-takers and perform strongly
when they can reference written text.
4. Kinesthetic - Taking a physically active role, kinesthetic learners are hands-on
and thrive when engaging all of their senses during course work. These learners
tend to work well in scientific studies due to the hands-on lab component of the

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