Remedial Instruction in English PDF

**ENGL108** **Remedial Instruction in English a remedial program** - Primarily helps students address language skills deficits General Instruction guidelines by Strickland (1998) 1\. Instructions is systematic when it is planned, deliberate in application and proceeds in an orderly manner. 2\...

**ENGL108** **Remedial Instruction in English a remedial program** - Primarily helps students address language skills deficits General Instruction guidelines by Strickland (1998) 1\. Instructions is systematic when it is planned, deliberate in application and proceeds in an orderly manner. 2\. Instruction should be based on barrier needs 3\. Teachers must know the instruction objectives, their curriculum requires at the grade level they need. **School-based remedial Instruction** 3 - 10 learners 30 minutes for elementary 50 minutes for secondary **Remedial** - Cure, remedy - Concerned with the correction of faulty habits and raising the pupil's general competence. **Objectives:** 1\. Provide additional help to learner who have fallen behind the class due to language deficits. Who are these learners? - Poor memory - Short attention span - Lack of learning motivation - Lack of confidence - Weak in problem solving power - Failure in grasping info. - Have difficulty in understanding the concepts - Needs more time to accomplish the tasks. **Reading** 1\. Perceptual -- senses 2\. Deficit -- shortage 3\. Word recognition -- recognizing Dr. Edward William Dolch -- 220 sight words **1. Kinetic reversal** Left -- felt 2\. Dyslexia -- dancing letters 3\. Hyperlexia -- fast reader/ learners with no comprehension 4\. ADHD **5 Techniques to remediate** 1\. Multisensory teaching Pernald Method -- correcting sight-word using pictures 2\. Auditory verbal strategies -- repetitive reading \- storytelling, repeat after me, read aloud 3\. Making connections \- think pair share 4\. Building vocabulary \- act the word, draw picture, symbol creation 5\. Reward and punishment **Correcting perceptual and decoding deficits in word recognition** ***Perceptual*** - The ability to interpret or become aware of something through the senses ***Deficit*** - A lack or shortage, deficiency ***Word recognition*** - The act of seeing a word and recognizing its pronunciation immediately and without any conscious effort **Deals with correcting and identifying the disabilities of a person in word recognition** Two ways to identify a student has insufficient competence in visual analysis of words 1\. Pronouncing words verbally, selects inappropriate elements to sound out and often he/she tries again and again to use the same analysis even when it does not work. 2\. The teacher shows him/her the word covering up parts of it, if the student is able to recognize it, then at least one of his/her problems in word recognition is *faulty visual analysis.* ***Definition of terms*** Alphabetic knowledge - understanding that letters represent sound so that words may be read by saying the sounds represented by the letters, and words may be spelled by writing the letters that represent the sounds in a word. Sight word knowledge - all words any one reader can recognize instantly (with automaticity) not necessarily with meaning Basic sight word - a designated list of words, usually of high utility. Knowledge on sound-symbol correspondence - the readers\' ability to use phonics, phonemic, and structural analysis knowledge. **Correcting sight word knowledge deficit** Sight words - Words like and, the, it appears so often that beginning readers don\'t need to sound them out, instead they recognize these words by sight - Are common words that kids recognize instantly without sounding them out (Rowe 2021) **Correcting basic sight vocabulary deficit** Sight vocabulary - is the bank of words that a reader recognizes automatically pronounces comectly, and knows the meaning of in the context **Steps in correcting basic sight vocabulary deficit** 1\. Have the students trace the word: write it on paper, or use chalk or magic slates 2\. Have the students repeat the word each time it is written 3\. Have the students write the word without looking at the flash card: then compare the two 4\. Create "study buddies" 5\. provide reinforcement games for students to use on their own or with their study buddies 6\. provide charts, graphs, and other devices for students to display their progress 7\. have students dramatize phrases, build a sigh-word "cave" "practice words while lining up, read sight-word plays etc" **Correcting knowledge on sound-symbol correspondence** Fist rule: In words containing a single vowel letter, the vowel letter usually has the long vowel sound Second rule: in syllables containing a single vowel letter at the end of the syllables, the vowel letter may have either the long or short vowel sound Third rule: a single vowel in a syllable usually has the short vowel sound if it is not the last letter o is not followed by R, W, L. Fourth rule: vowels followed by r, usually has a sound that is neither long nor short Fifth rule; a "y" at the beginning of the word has the "y" consonant sound: y at the end of a single-syllable word, when preceded by a consonant, usually has the long/sound Sixth rulel; in words with vowel-consonant-silent e and the first vowel may be either long or short Seventh rule: when ai, ay, ea, and oa are found together, the first vowel is usually long and the second is usually silent. Eight rule: the vowel pair ow may have either the sound heard in cow or the sound heard in crow Ninth rule: when au, aw, ou, oi, and oy are found together, they usually blend to form a diphthong Tenth rule: the oo sounds is either long or short Eleventh rule: if a is the only vowel in a syllable and is followed by I or w, then the a is usually neither long nor short **Syllabication principles** 1\. When two consonants stand between two vowels, the word is usually divided between the consonants 2\. When one consonant stands between two vowels, try dividing first so that the consonant goes with the second vowels. 3\. When a word ends in a consonant and le, the consonant usually begins the last syllable 4\. Compound words are usually divided between word parts and between syllables 5\. Prefixes and suffixes usually form separate syllables **Remediation through phonemic awareness** **Phoneme** - a member of the set of the smallest unis of speech that serve to distinguish one utterance from another in a language or dialect Origin of phoneme - the words "phoneme" comes from the French word "phonemat-phonema" which means speech sound, utterance and from phonein to sound Phonemic awareness - children need to be taught to hear sounds in words and words are made up of the smallest parts of sounds or phonemes - refers to the ability to hear and manipulate sounds in words. It is not phonics. It is auditory and does not involve words in print. - It means recognizing and using individual sounds to create sounds to create words - It is the ability to recognize that a spoken word consists of sequence of individual sounds; manipulate individual sounds in the speech stream Sound isolation - is a key component of phonemic awareness, which is the ability to recognize and manipulate the individual sounds (phonemes) in words. In sound isolation, a child is asked to identify specific phonemes in words-usually the beginning, middle, or end sounds. It\'s a foundational skill in early literacy development, essential for both reading and spelling. Types of sound isolation 1\. Beginning sound isolation -- children identidy the first sound in a word 2\. Middle sound isolation -- children focus on the sound in the middle of the word 3\. Ending sound isolation -- children identify the last sound in a word **Blending** - ability to combine speech sound together to form a word **Segmenting** - in phoneme segmentation instruction, strategically integrate familiar and new information. The only difference is whether students hear or produce a segmented words. - is an ability to actively hear and understand messages. It is important to develop this skill because it helps individual to gain information. - Hearing is just a physical process that allow sounds to enter your ears. - Listening is more than that, it involves paying attention and improving comprehension. - Except for the fact, this skill is most neglected that's why we need remediation **Internal factors** - Refer to the learner's characteristics, language proficiency, memory, age, gender, background knowledge, as well as aptitude, motivation, and psychological and physiological factors. - Problems in language proficiency (cover problems or phonetics and phonology like phonetic discrimination, and phonetic varieties; problems in grammar; and lexicological problems) - Poor background knowledge - Lack of motivation to listen - Psychological factors - Other internal factors (age, attention span, memory span, reaction and sensitivity) **External factors** - These are mainly related to the type of language input and tasks and the context in which listening occurs - Speed of delivery - The content and task of listening materials **Context** - Refers to the spatial temporal location of the utterance; i.e on the particularly time and particular place at which the speaker makes an utterance and the particular time and place at which the listener hears or reads the utterance. **Co-text** ANOTHER MAJOR FACTOR INFLUENCING THE INTERPRETATION OF MEANING. IT REDERS TO THE LINGUISTIC CONTEXT OR THE TEXTUAL ENVIRONMENT PROVIDED BY THE DISCOURSE OR TEXT IN WHICH A PRTICULAR UTTERANCE OCCURS. CO-TEXT CONSTRAINS THE WAY IN WHICH WE INTERPRET THE RESPONSE **How to improve student's listening comprehension?** - We should teach them: Pronunciation, intonation, plosives, grammar, stressed and unstressed, enrich vovabulary **WRITING** - It is the process of using symbols (letters of the alphabet, punctuation, and spaces) to communicate thoughts and ideas in a readable print. - It is the activity or skill of marking coherent word a on paper.and.composing text. - It is an activity or occupation of composing text for publication. **AREAS OF DIFFICULTY FOR STUDENTS WITH WRITING PROBLEMS** - Many children make mistakes or experience problems as part of the process of becoming better writers. They may reverse words, spell poorly, or have difficulty producing than thoughts in writing writing deficits randy occur in isolation, and improvements in whiting go hand in hand with the development of other non-writing specific skills Thus, & problem with the development in one of these areas is likely to interfere with a child\'s progress as a writer, Students faced with such difficult odds have trouble staying motivated - neurological learning disorder that impacts a child\'s writing and fine motor skills - Increase amount of time allotted for completing written assignments. - Decrease the length and/or complexity of written assignments Have students complete text frames (ie, partially finished texts). - Grade assignments based on the amount of improvement rather than absolute performance - Provide feedback on targeted aspects of writing rather than all aspects to avoid overwhelming students - Pre-teach spelling vocabulary for assignments - Permit students to dramatize or orally present a written assignment, either in lieu of writing or in preparation for writing - Assign students suitable roles (eg, brainstorm manager) for the creation of a group-generated paper.. - CURRICULUM CONSIDERATIONS The initial use of one type of script (eg, manuscript versus cursive or different versions of manuscript) does not appear to affect handwriting performance. - Lowercase letters are introduced before upper-case letters, unless they are formed using similar strokes (eg. Co). Letters that share common strokes are grouped together (eg, o, cThe introduction of easily confused letters (eg, b, d p. q) is staggered, d a) - Visual cues, such as numbered dots and arrows, and verbal descriptions are used to guide letter formation - Activities to reinforce letter recognition and naming are combined with handwriting practice. - Students practice using a comfortable and efficient tripod pencil grasp. Students are shown and expected to use appropriate posture and paper positioning for their handedness. Handwriting fluency is developed through frequent writing and speed trials with an emphasis on maintaining legibility. Opportunities are provided for distributed practice and judicious review of individual letters and letter sequences Students are permitted to develop their own handwriting style and to choose which script (manuscript, cursive, or even a blend) they prefer to use after mastering handwriting (manuscript tends to be more legible than cursive and can be written just as quickly if given equal emphasis). WEEKLY ROUTINES In the primary grades, 60-75 minutes per week is allocated for handwriting instruction. Students are encouraged to compare letters to discover patterns and to highlight their similarities and differences Students are given opportunities to reinforce target letters by tracing them (a dashed or faded model), copying them, and writing them from memory. Students handwriting is monitored and immediately reinforced for correct letter formation, spacing, alignment, size, slant, and line quality Students are asked to self-evaluate their handwriting and to set goals for improving specific aspects of their handwriting each day. Students are encouraged to correct poorly formed letters and to rewrite illegible work TEACHING SPELLING CURRICULUM CONSIDERATIONS Spelling vocabulary includes words drawn from children\'s reading materials, children\'s writing, self-selected words, high-frequency word lists 1,2, and pattern words. Students are typically taught phonemic awareness and phoneme-grapheme associations (reserving the least consistent mappings, such as consonants /k/ and /z/ and long vowels, for last) in kindergarten and first grade Common spelling patterns (eg, phonograms or rime familles 3.45) are taught in first and second grades Morphological structures (le, roots and affixes 3,4,5,6) and helpful spelling rules (eg, add es to make words ending in sz, x, ch or sh plural) are taught in second grade and beyond Students are taught systematic and effective strategies for studying new spelling words (eg, mnemonic spelling links, multi-sensory strategies). Previously taught spelling words are periodically reviewed to promote retention. Correct use of spelling vocabulary in students\' written work is monitored and reinforced Students are taught and encouraged to use dictionaries, spell checkers, and other resources to determine the spelling of unknown words WEEKLY ROUTINES A minimum of 60-75 minutes per week is allocated for spelling instruction Students take a Monday pretest to determine which words they need to study during subsequent activities and to set spelling performance goals After studying new spelling words, students take a Friday posttest to determine which words were mastered Immediately after taking a spelling test, students correct their misspellings. The teacher conducts word sorts and guided speling activities to explicitly teach spelling patterns and rules at the beginning of the week Daily opportunities are provided for cumulative study and testing of new spelling words (eg. through computer-assisted instruction). Students work together each day to learn new spelling words. While studying, students monitor their on-task behavior or the number of times they correctly spell a target word, to promote active learning