The document discusses factors to consider when organizing a remedial reading program. It emphasizes the importance of having teachers who understand how to teach reading to all students, can clinically assess reading difficulties, and are experienced in teaching struggling readers. It also recommends basing the program's goals and standards on research, ensuring teacher beliefs align with research, organizing a usable curriculum framework, and selecting materials that help achieve program goals.

1. FACTORS IN ORGANIZING A
REMEDIAL READING
PROGRAM

2. CURRICULUM

3. CURRICULUM
 A course of study
Set of instructional or
performance objectives,
instructional materials, methods,
evaluation and references

4. Everything that goes on within
the school, including extra-class
activities, guidance, and
interpersonal relationships.
 That which an individual learner
experiences as a result of
schooling.

5. Planned and unplanned concept,
content, skills, work habits, means of
assessment, attitudes and instructional
strategies taught in the classroom and
the variety of school activities in and out
of class that influence present and future
academic, social, emotional and physical
growth of students.

6. ORGANIZING A REMEDIAL READING
PROGRAM
A reading teacher who is well-
equipped in three areas of remedial
program.
 a teacher who knows how reading
can best be taught to all children
with provision for the slow progress
cases

7. one who is trained in clinical work to
the point where she can study with
success all but the most extreme
cases of reading difficulty
one who is qualified and
experienced in teaching poor readers
so that she can do this work or show
others how to do it.

8. ORGANIZING A REMEDIAL READING
PROGRAM
a. Base goals and standards for reading on
theory and research
b. Relate teacher beliefs and knowledge
about reading instruction to research.
c. Organize the curriculum framework so
that it is usable
d. Select materials that facilitate
accomplishment of school goals