Remedial Instruction Strategies and Approaches

• These notes cover Remedial Instruction, Miscue Analysis, English for Specific Purposes (ESP), and related concepts.

Remedial Instruction

• It aims to improve a struggling learner's basic skills, bringing them to grade level competency.
• Ideal class size for a school-based remedial program ranges from 3-10 students.
• Remedial instruction addresses students who are already behind their peers.
• Early intervention focuses on students at risk of falling behind.

Teaching Strategies

• Individualized Education Program
• Support Program
• Positive Reinforcement and Reward Schemes
• Multisensory learning
• Technology-based resources

Considerations for Organizing a Remedial Program

• Curriculum
• Instruction
• Assessment

Approaches

• Explicit approach: Direct instruction with clearly stated rules.
• Implicit approach: Language used in context, with examples preceding rules.
• Graphophonic correspondence: Sound-letter association is involved.

Critical Phonemic Awareness Skills

• Sound Isolation
• Blending
• Segmenting

Linguistic Cueing Systems

• Semantic
• Syntactic
• Graphophonic

Reading Levels

• Independent: Accuracy >95%, Comprehension >90%.
• Instructional: Accuracy 90-94%, Comprehension >75%.
• Frustration: Accuracy <90%, Comprehension <50%.

Learning Difficulties by Subject

• Dyscalculia: Difficulties with math and numbers.
• Dysgraphia: Difficulties with writing.
• Dyslexia: Difficulties with reading.

Miscue Analysis

• Miscue Analysis looks at the errors made when reading such as:
• Insertion: Adding words
• Correction: Self-correcting errors
• Omission: Leaving out words
• Reversal: Reversing words
• Substitution: Substituting words
• Repetition: Repeating words
• Hesitation: Hesitating while reading
• No resposne: No attempt made to read the word

Miscue Analysis Similarity

• High Graphic Similarity: Student's response is at least 2/3 similar to the text.
• Some Graphic Similarity: Student's response is at least 1/3 similar to the text.
• No Graphic Similarity: Student's response is 0/3 similar to the text.

Retelling

• Unaided: Teacher praises the student and asks him/her to retell.
• Aided: Teacher asks questions while building on the information supplied in unaided retelling

SILL (Strategy Inventory for Language Learning)

• Metacognitive: self-monitoring, paying attention.
• Affective: self-encouragement, anxiety reduction.
• Memory: grouping, imagery, associating.
• Cognitive: reasoning, analyzing, summarizing.
• Compensation: guessing meanings, using synonyms.

MTSS (Multi-Tiered Systems of Support)

• An approach that provides interventions at different levels of intensity based on student needs.

English for Specific Purposes (ESP)

• It focuses on the language needs of specific groups or individuals.
• Uses authentic language materials.
• Focuses on the language needs of specific groups of learners.
• Develops communication skills appropriate to specific contexts.

Munby's CNP Components

• Purposive Domain
• Setting
• Interaction
• Instrumentality
• Dialect
• Target Level
• Communicative event
• Communicative key
• Important to note that ESP program design starts with needs analysis.
• ESP is centered on language appropriate to various activities related to grammar, lexis, register, discourse, and genre.

Definitions

• Discourse analysis: Study of language text at a level above that of the sentence.
• Genre analysis: Text analysis that focuses on the regularities of structure that distinguish one type of text from another.

Instructional Tasks under ESP

• Role play/simulation
• Case study
• Project work
• Oral presentation

ESP examples categorized

• EAP (Academic): English for Science and Technology, English for Medical Purposes, English for Legal Purposes, English for Management, Finance and Economics.
• EOP (Occupational): English for Professional Purposes, Medical, Business, English for Vocational Purposes.

ESP Limitations

• ESP lacks orthodoxy because some ESP teachers struggle to master unfamiliar content.
• All ESP teachers are pioneers and are helping to shape the field.
• ESP teachers need to distill and synthesize from options that suit them.

Types of Syllabus

• Skill-Based: Focuses on language-based activities, study techniques, exams, and improving reading.
• Task-Based: Uses activities that learners do for non-instructional purposes outside the classroom as language learning opportunities.
• Content-Based: Integrates learning a language with the study of a subject or informational topic.
• Structural: Focuses on form and grammar, including nouns, verbs, adjectives, statements, questions, subordinate clauses, etc.
• Functional-Notional: Functions (agreeing, disagreeing, informing, apologizing) and notions (shape, location, structural, sequence, cause-effect).
• Discourse: Language in action.
• Situational: Concentrates on language use for certain situations.
• Lexical: Focuses on common words, their meanings, and the common patterns in which they are used.

Components of ESP Needs Analysis

• Target Situation Analysis (TSA)
• Learning Situation Analysis (LSA)
• Present Situation Analysis (PSA)

Grammar Principles

• Traditional: Follows prescriptive rules.
• Notional: Determined by meaning rather than form.
• Functional: All constituents have semantic, syntactic, and pragmatic functions.
• Transformational: Passive to active, question to sentence, rearranging words.
• Descriptive: Grammar as it is actually used.