2. • After considering the student’s
learning strengths, specific
curricular demands, classroom
environment, materials and
resources, the teacher may
prioritize his teaching method.
Teaching commences with the
most promising option.
3. • Remedial instruction may be
done in small groups or
individually. Often, small group
instruction represents the most
efficient use of teaching
resources and provides the
added benefit of peer modeling.
4. • Grouping procedures must be
based on analysis of data. This
means that groups should be
flexible and formed according
to student need.
5. • Word Identification Strategy
Training (WIST) consisted of
training RD children in the
acquisition, use, and monitoring
of effective word identification
strategies.
• Four strategies were taught:
6. Four strategies
1)Word identification by
analogy-- which taught children
to compare an unfamiliar word
with one already known (from a
list of keywords)
7. Four strategies
2) Vowel variation--which taught
children to attempt alternate
pronunciations for vowels until
they came up with a real word
that was part of their
vocabulary.
8. Four strategies
3) Seek the part you know--
which taught children to
identify segments of unfamiliar
words that were smaller words
that they already knew.
9. Four strategies
4) Peeling off--which taught
children to separate affixes at
the beginning and end of a word,
reducing the unfamiliar word to
a smaller root word.
10. • More effective reading
instruction for struggling
learners should emphasize
individualized, highly engaging
teaching approaches
11. Reading Methods For Use With
Struggling Learners.
• Sight Words
A major objective in teaching
reading is sight word
automaticity, that is, the ability
to decode (pronounce) sight
words within 2-3 seconds of
sight.
12. Reading Methods For Use With
Struggling Learners.
One of the best ways to teach
sight words is through
multisensory or VAKT (visual-
auditory-kinesthetic-tactile)
instruction.
13. Reading Methods For Use With
Struggling Learners.
• Oral Reading
The Neurological Impress Method or
NIM is a rapid, oral reading
technique that is "based on the
theory that a student can learn by
hearing his own voice and someone
else's voice jointly reading the same
material."
14. Reading Methods For Use With
Struggling Learners.
• Comprehension
First introduced by Taylor in
1953, the Cloze technique has
been used primarily as an
informal assessment tool with
students who have reading
comprehension difficulties.
15. Reading Methods For Use With
Struggling Learners.
This technique involves selecting
passages of approximately 260-
275 words of varying degrees of
difficulty. Words are then
deleted from the passages and
the child is asked to write in the
missing words
17. “Balanced Reading
Instruction”
• used to describe literacy
programs that balanced reading
to children, reading with
children, and reading by
children (Holdaway, 1980)
18. • Balanced reading program is one
that includes reading, writing,
spelling, phonics, and other
skills-based instruction.
• Basal readers, direct
instruction, workbooks, quality
children’s literature,
independent reading and writing
can all be part of a balanced
reading program
19. • Balanced reading instruction is
not a onesize-fits-all reading
model.
• In planning balanced reading
instruction, teachers must take
into account the needs and
diversity of their students.
20. Reading Methods For Use With
Struggling Learners.
• Allington and Walmsley (1995)
point out that there is “no quick
fix” and no one program to meet
the needs of all children.
21. Reading Methods For Use With
Struggling Learners.
Instead, teachers must be able to
recognize different student
learning styles and be able to
select appropriate strategies to
the individual needs of the child
and to strive to find balance for
every child
22. Characteristics of Balanced
Reading Instruction
• In balanced reading instruction,
students are taught—explicitly,
systematically and consistently—
how to understand and use the
structure of language and how to
construct meaning from various
texts. Students read alone, are
read to, and read with others
daily.
23. Three Principles Of A Balanced
Literacy Approach.
• First, teachers develop
students’ skills knowledge,
including decoding skills, their
strategy knowledge for
comprehension and responding
to literature, and their
affective knowledge, including
nurturing students’ love for
24. Characteristics of Balanced
Reading Instruction
• Second, instructional
approaches that are inherently
opposite such as, phonics
instruction and reading
workshop.
25. Characteristics of Balanced
Reading Instruction
• Third, students read a variety
of reading materials from trade
books to leveled books with
controlled vocabulary and basal
reading textbooks.
26. Characteristics of Balanced
Reading Instruction
• A critical component of
balanced reading instruction is
direct explicit instruction in:
27. • phonemic and phonological
awareness and letter-sound
knowledge in kindergarten and
first grade;
28. • alphabetic knowledge, and
blending in first grade and
sound/symbol correspondence,
structural analysis, contextual
clues, and high frequency words;
• spelling;
29. • comprehension strategies in
order to evaluate, synthesize,
analyze, connect, infer, and
inquire; and
• vocabulary instruction.
