Remedial Teaching Strategies and Approaches

Remedial Instruction

• Class sizes should be between 3-10 students for school-based remedial programs.
• Remedial instruction targets students underperforming compared to peers.
• It aims to improve a struggling learner's basic skills to reach grade level competency.
• Early intervention focuses on students at risk of falling behind.

Teaching Strategies Under Remedial Instruction

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

Things to Consider in Organizing a Remedial Program

• Curriculum
• Instruction
• Assessment

Approaches

• Explicit approach involves direct instruction and stating rules explicitly.
• Implicit approach involves using language in context with examples before stating rules, focusing on student learning
• Graphophonic correspondence involves understanding the association between sounds and letters.

Critical Phonemic Awareness Skills

• Sound Isolation
• Blending
• Segmenting

Linguistic Cueing Systems

• Semantic
• Syntactic
• Graphophonic

Reading Levels

• Independent level requires 95% accuracy and 90% comprehension.
• Instructional level requires 90-94% accuracy and 75% comprehension.
• Frustration level indicates less than 90% accuracy and 50% comprehension.

Learning Difficulties

• Dyscalculia involves difficulties with math and numbers.
• Dysgraphia involves difficulties with writing.
• Dyslexia involves difficulties with reading.

Miscue Analysis (What to look for)

• Insertion in miscue analysis, is when the student adds extra words to a sentence.
• Omission in miscue analysis, is when the student misses words from a sentence.
• Repetition in miscue analysis, is when the student repeats the same word multiple times.
• Reversal in miscue analysis, is when the student inverts the order of the words.
• Hesitation in miscue analysis, is when the student pauses mid sentence.
• No response in miscue analysis, is when the student refuses to answer.
• High graphic similarity means a student's response is at least 2/3 similar to the text.
• Some graphic similarity means a student's response is at least 1/3 similar to the text.
• No graphic similarity means a student's response is 0/3 similar to the text.

Retelling

• In unaided retelling, teachers praises the student and asks them to retell.
• In aided retelling, teachers asks questions building on the information from unaided retelling

SILL (Strategy Inventory for Language Learning) - Oxford

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

MTSS

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

English for Specific Purposes (ESP)

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

Munby's CNP

• Purposive Domain
• Setting
• Interaction
• Instrumentality
• Dialect
• Target Level
• Communicative Event
• Communicative Key
• ESP program designs starts with needs analysis.

ESP Focus

• ESP is centered on the language appropriate to various activities that relate well with grammar, lexis, register, discourse, and genre.
• Discourse analysis studies language text above the sentence level.
• Genre analysis 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

Types of ESP

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

ESP Lack of Orthodoxy

• Some ESP teachers struggle with unfamiliar content.
• All ESP teachers help shape the field.
• ESP teachers need to distill and synthesize from options that suit them.

Types of Syllabus

• Skill-Based ("language-based"): essays, study techniques, exams, improve reading.
• Task-Based: uses activities for non-instructional purposes outside the classroom for language learning.
• Content-Based: integrates language learning with the study of a subject or informational topic.
• Structural (form and grammar): nouns, verbs, adjectives, statements, questions, subordinate clauses.
• Functional-Notional: functions (agreeing, disagreeing, informing), notions (shape, location, sequence, cause-effect).
• Discourse: language in action (e.g., explaining information from general to specific).
• Situational: concentrates on language use for specific situations.
• Lexical: focuses on commonest words, their meanings, and commonest patterns.

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 instead of form.
• Functional: all constituents have semantic, syntactic, and pragmatic functions.
• Transformational: involves passive to active, question to sentence, rearranging words.
• Descriptive: grammar as it is actually used.