Remedial Reading Essay Example for Free

Remedial recitation Essay honorable rendition is an essential tool for learning a large part of the subject matter taught at school. Reading is the gateway to learning without it, children dejectionnot access a broad and balanced curriculum. Reading difficulties argon associated with cast out educational, employment and economic outcomes, making get reciprocationing- related issues relevant to various policy domains. The negative effects of reading problems are well documented. There is evidence that reading disability is associated with social, economic and psychological problems.Traditional approaches to dealing with reading problems, such as tracing and grade retention, do not help ( especially if it way out about dyslexic children. Remedial reading is an extremely important class for children who are struggling with reading. Because these children commence difficulties reading, they generally do not like it. It is crucial for remedial reading teachers to make readin g play at the students level. This involved me to find interesting and lively reading materials. play games, use art and creative thinking during the lessons. First of all I determined the goals of remedial reading Comprehension- understanding the meaning of discussions and sentences, consolidation this meaning across texts and making inferences beyond the printed words. Decoding- converting printed words to spoken words. Phonics linking sounds with garner and using these correspondences to read words. dogma phonics takes account of the accompaniment that there is not always a one-to-one correspondence between garners and sounds ship has 4 letters, moreover only 3 sounds. Phonological awareness-awareness and manipulation of the sound structure of speech. This has variant levels syllables( foot-ball), onset-rime( f-oot-b-all), phonemes(f-oo-t-b-a-ll). Spelling and writing- mapping sounds to print, moving from individual letters, to groups of letters ( such as oa and sh), to word, to sentences . This support phonic friendship for reading. Vocabulary- knowing the meaning of words. Fluency ( one of the major goals)- reading accurately and with sufficient speed. There is evanesce evidence that unless students become fluent in there ability to identify words, they testament have fuss concentrating their attention on comprehending and responding to the texts the read. I believe reading is an active, meaningful, positive process.Students are taught to monitor their reading to examine that what they are reading makes sense. This mini remedial reading course consists of 14 lessons. The duration of the lesson is 45 minutes. The subject of the lessons is scholar-to teacher ratio. There is no question that one-to-one tutoring is the most powerful form of teaching invention. It seems extremely likely that at least some children who are encountering very serious problems in learning to read need the intense support of one-to-one tutoring. For my lesso ns I was going to use the word of honor You lavatory Do It by Dr Sharon Azaria.I chose it because the units in it are well- organized . Each unit consists of several reading rules, a text based on them reading comprehension and writing activities. New vocabulary is given as well. The types of texts are very predictable which is excellent in early intervention programs. They have recurring address patterns, and include repetition of language elements, which makes them easy for students to read. I think even children with very restricted word recognition capabilities can quickly dismay to think of themselves as readers because they are successful with these predictable texts.It is bang-up that the degree of predictability decreases from unit to unit to ensure that students attend to the printed texts in order to build a motley word recognition strategy that will make them increasingly independent readers. I like the fact that texts and exercises become longer and more challen ged as the reading capabilities of students grow. So there are many reasons to ingest this track record length of texts, challenge of vocabulary, complexity of language, sophistication of concepts, etc. , so that students are challenged to apply the strategies and skills they are learning.MEANS OF TEACHING THE CHILD Texts are carefully selected and dated to ensure student success. The stories of the book You Can Do It contain a great amount of words with a letter or a letter combination on the topic of the lesson. Its good they are followed by pictures. Reading for meaning . The book You Can Do It will provide me with a series of lessons which can be used as a very impelling program for remedial reading. It reflects a model of reading as an active, meaningful, constructive process. Before-reading activities are used to build relevant background knowledge, concepts and vocabulary.With the help of this book the pupil will be taught to monitor his reading to ensure that what he is reading makes sense. The texts hell be asked to read are for merriment and for the information. Other activities are developed within the framework of reading for meaning. Reading for meaning is the constant site of reference. Intervention cultivation is frequent, regular and of sufficient duration to make a difference. Weekly contact with a student ensures that progress is steady and allows me to become very old(prenominal) with the pupil and his strengths and needs.It also allows the teacher to beef up and extend strategic behaviors that the student is acquiring. An instructional period of at least 15-20 minutes allows time for instruction and practice along a number of demonstrations that provide the pupil with the strategies he needs to become an effective reader. Pupil-to-teacher ratio. It seems reasonable to begin with group instruction for most students and to switch to individual instruction for those ones who have hindrance making progress. Word learning activit ies are used to help children become very familiar with print. Reading new texts and rereading familiar ones ensure that the pupil engages in meaningful, connected reading. This reading course ( I Can Do It) includes activities that help students focus on and become familiar with printed words. The student is presented with the letters that form a word from a selection he read. Words are selected because they contain word identification elements that will be useful to the student. Progressively longer words are built from the letters.I can begin by petition the pupil to make take two letters and form the word ( for manikin the word at ). Next, he can be asked to add a letter to form rat, to permute a letter to form cat, to rearrange the letters to form act. Using similar directions he can move through eat, ate, tea. Writing is used to teach and extend word identification skills. It has been recognized that asking students to write words ( not to copy them) is a very effective ap proach to developing word recognition and reading.For example, my pupil has difficulty with phonemicawareness ( according to the test analysis) I can toady a box for each of the sounds in the word. The pupil is guided to think about the number of sounds in a word and the letters that represent those sounds. Activities completed at home extend student opportunities for reading. I always mention the importance of cooperation between home and school ( or individual lessons like in our case). Parents will be informed about the nature of our course and regularly updated on their childs progress, and told about ways in which they can support the child and contribute to his progress.They can reread familiar texts for building fluency. I will care to send home only materials that the pupil can successfully respond to at home without teacher support. Again, the emphasis is on consistent success and the avoidance of failure. expiry Every child has the right to develop into a thoughtful, com petent reader. The remedial reading course ( the book I Can Do It) like many other programs calls for considerable teacher decision making, but within a well- defined sequence of instructional activities.When the pupil is reading aloud, I must settle when to coach a child in the use of strategic behavior and which strategies and skills to teach the child to use. When the pupil is writing, decisions must be about how and which forms of support should be given. Through the use of a regular sequence of activities, the pupil quickly come to know what will be happening in each instructional session and the order in which it will happen. Time is not lost in transition or deciding on activities.