Diagnosis and Remediation in Reading
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Diagnosis of Reading difficulties and remedial instructions
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Diagnosis and Remediation in Reading
- 2. Reading as a skill •Reading is a skill that is important for communication, education, and most fields of work.
- 3. Reading disorders •Reading disorders interfere with people’s ability to read and affect how they learn to read.
- 7. Dyslexia
- 8. •occur when a person has trouble with any part of the reading process
- 9. •Word decoding. •Lack of fluency. •Poor reading comprehension.
- 10. •Reading and language-based learning disabilities are commonly called dyslexia
- 11. Other symptoms may include the following::
- 16. Problems reading with correct expression
- 18. Problems understanding the written word
- 20. •International Dyslexia Association (IDA), estimates, that up to 20% of the population as a whole has some of the symptoms of reading disorders. (2012)
- 21. • Reading disorders are •not a type of intellectual and development disorder •not a sign of lower intelligence or unwillingness to learn.
- 22. •Individuals with dyslexia typically read at levels significantly lower than expected despite having normal intelligence.
- 23. • A related problem is alexia (or an acquired inability to read.) • People with alexia were once able to read but lost the ability after a stroke or an injury to the area of the brain involved with reading.
- 25. • series of tests of a person’s memory • spelling abilities • visual perception • reading skills • family history • child’s history of response to instruction • IQ tests
- 26. What are common treatments for reading disorders?
- 27. • Early, intensive instruction in language and reading • Treatment strategy depends on the needs of the individual • Reading disorders cannot be cured, but can be overcome with proper instruction
- 30. • Refers to correcting or improving deficient skills in a specific subject. • Remedial reading changes instruction to help remedy a weakness in reading.
- 32. • teaches courses to those students who, for varying reasons, are below their grade level in English • identifies best learning strategies to help students succeed in the learning environment
- 33. • Help students acquire a new language, and teach topics that are appropriate to each child’s age group or grade
- 35. Review – 2 to 4 minutes • Give a quick review of the skills taught the day before, and connect it to the new information.
- 36. Teacher Modeling – 5 to 10 minutes • Model the new conceptwith explicit, visual instruction. Think out loud.
- 37. Guided Practice – 10 to 15 minutes • Guide students through concrete, hands-on practice that reinforces the new concept. This can be accomplished through dictation and other group activities.
- 38. Summarize & Reflect – 2 to 4 minutes • Ask students reflective questions: What have we learned? How can we use this?
- 39. Independent Practice – 5 to 10 minutes • Have students practice the skills learned, independent of teacher or peer guidance. This can be accomplished through Student Workbook pages, and/or supplemental lessons.
- 40. Apply & Transfer - • Remind students to recognize and apply the skills that have been taught in all written texts.
- 41. Wrap - up A remedial instruction was designed for the child Teacher implements remedial curriculum The child was diagnosed with a reading disorder Teacher recommended child for assessment Child performs lower than the curriculum’s expectation Teacher takes notice