reading instructions and reading difficulties

1. Prepared by:
Ma. Elaine M. Alcantara
Instructress

2. Reading remedial programs should be researched-based
and implemented with fidelity by teachers who have t
received sufficient training. The instruction should be
and should move sequentially from the simplest concepts
the more complex. Instruction should be consistent and
intensive with teacher modeling, guided, practice, and
independent practice.

3. What is Remedial
Reading ?

4. Remedial reading refers to
correcting or improving deficient
skills in specific subject. Thus,
remedial reading is a change in
instruction that helps remedy a
weakness in the area of reading.

5. What is Reading?

6. Reading
It is popularly known as an active
dialogue between the author and the
reading is also known as the best tool
learning.

7. Reading
According to Virgil Howes, reading is a
subtle and complex process that
involves sensation, perception,
comprehension, application and
integration.

8. A judgment on what the author has said
is popularly known as reaction.
Integration is the ability to assimilate
idea or concept into one’s background
of experience so that it is useful as part
of the individual’s total experience.

9. The skill in making individual words
construct useful ideas as they are read
in context is called comprehension.
The ability to pronounce the word as a
meaningful unit is termed as word
perception.

10. Importance of Reading
Through reading man is able to
explore the mysteries of the world.
Reading enables man to uncover
some answers to questions.

11. Factors that influence reading
proficiency
Ineffective and untrained teacher
Lack of instructional materials

12. Researches have shown that pupils
who were read to when they were
2-5 years old often became
successful readers.

13. How can we diagnose
the reading difficulties
among learners?

14. Reading difficulties may be revealed by
means of systematic diagnosis.
Dechant pointed out that the heart of
diagnosis is an intelligent interpretation of
the facts.

15. The diagnostician must possess both
theoretical knowledge and practical
experience.
Also he should know what questions to
ask , what test and procedures to use to
get the needed facts.

16. One of the principles in diagnostic
analysis of students is by starting his
instructional materials.
Another is by looking forward to the
causes of the symptoms of the reading
problem.

17. The first step in the diagnostic analysis of
children with reading difficulties is to
make a general or survey diagnostic.
The second is not to compare expected
functioning level as determine by IQ.

18. The development in the brain of a child
does have any impact to the reading
difficulty of a child.
Brain development and reading ability
can be reinforced by parents thru reading
to their children

19. If comprehension is the problem, one
way to address it is to make sure to ask
plenty of questions to children.
Another is to have them circle certain
words like “and” and “the” every time
they appear on a page.

20. Another way by which a teacher
can reinforce reading
comprehension is by teaching
proper phonics.

21. Words recognition through phonemes is
very helpful in teaching children how to
read.
Listening game is one way of teaching
children how to read and comprehend.

22. Physical deficiencies which include visual
deficiency, hearing deficiency, and poor and
general health, among others are causes of
reading disabilities among children. But,
reading deficiency under emotional factors it
does not means that they have low
intelligence.

23. One way to address the problem of
auditory defect among children is to
advice pupils with hearing loss to near
the source of the sound.

24. Symptoms of motor difficulties among
children are irregular ocular-motor
control and complaints of fear and left-
handedness.
Stuttering, stammering, lisping, among
others are example of speech difficulties.

25. Symptoms of motor difficulties among
children are irregular ocular-motor
control and complaints of fear and left-
handedness.
Stuttering, stammering, lisping, among
others are example of speech difficulties.

26. Retarded readers-they are the
readers whose development of
reading skills is below the normal
performance.

27. Diagnosing poor readers:
The act of evaluating the strengths and
weaknesses of an individual
Identification of weakness and strengths
Testing one’s aptitude and skills

28. Innovations have been tried in Philippine
schools for the maximum development of
every child:
Unique nature
Interest
Abilities

29. Congenital auditory defect is when partial
and complete hearing loss.
Kinetic reversal is a problem in reading where
sequence of letter in word are confused, as
for wall, was for saw, left for felt.
Reading difficulties

30. a concrete example of students’
defect in low rate in reading may
be exhibited by reading word for
word.
Reading difficulties

31. A student who has an IQ level below 90
considered as slow learner.
When a student can read but will not he
could be a reluctant reader.

32. The disability to read or
problem in reading is called
dyslexia.

33. Characters of Poor readers
Lack of comprehension skills
Wrong pronunciations
Retarded readers
More word miscues

34. Common symptoms of speech
difficulties
Stammering
Lisping
Stuttering

35. Common symptoms of speech
difficulties
Stammering- “of the farm” for
“of a farm”
Lisping
Stuttering

36. Reading Problems
Cause No. 1- Inadequate Instruction
Cause No.2- Lack of Appropriate Materials
Cause No. 3- Big Unmanageable Classes
Cause No.4- Poor Attitude Towards Reading
Cause No.5- Conflict with Interests

38. Skills required for Proficient Reading
• Phonemic Awareness- ability to distinguish and
manipulate the individual sounds of language
• Phonics- study of sound
• Fluency-ability to read with speed, accuracy and
vocal expression
• Vocabulary-knowledge of words and word
meanings
• Reading Comprehension-engagement with text