This course syllabus outlines a 3-unit remedial English instruction course, including course objectives, content, assessment tasks and policies. Over 17 weeks students will learn about designing effective remedial programs, strategies for addressing difficulties in reading, writing, listening and speaking, and will complete assignments such as creating lesson plans and instructional materials. Assessment includes quizzes, exams, projects and participation, with grades calculated based on examinations, assignments, and class involvement.

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VILLAFLORES COLLEGE
Brgy. 8, Tanjay City
COURSE SYLLABUS FOR REMEDIAL INSTRUCTION IN ENGLISH
Course Name Remedial Instruction in English (ENGLISH 116)
Course Credits 3 units
Course Description This is a three-unit course that explores the basic principles in organizing, designing, implementing and evaluating an effective
English remedial program for students with learning difficulties specifically regarding the four macro skills (listening, speaking,
reading and writing). This course includes the underlying causes of students’ learning difficulties and the respective teaching
strategies and activities which may be used to tackle such.
Contact
Hours/week
3 hours
Prerequisite None
Course Outcomes 1. Explain and reflect on the significance of remedial teaching
2. Identify the learning difficulties of the students (listening, speaking, reading and writing)
3. Apply the processes and principles of designing an effective remedial program
4. Demonstrate effective English remedial instruction for students with specific learning difficulties
5. Exhibit a sense of understanding, and empathy towards students with learning difficulties
COURSE OUTLINE AND TIMEFRAME
Course Content/Subject Matter
Week 1 A. Objectives of Remedial Instruction
Week 2-3 B. The Remedial Instruction: Organization and Management
1. Organization
a. Curriculum
b. Instruction
c. Assessment
2. Management
a. Components of Remediation
Week 4 C. Principles of Helping Learners with Difficulties

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Week 5 D. Process of Remedial Teaching
E. Curriculum Adaptation
F. Formulation of Teaching Plans
Week 6 G. Teaching Activities, Aids and Supporting Materials
Week 7 H. The Setting of Learning Environment
Week 8 I. Remedial Teaching Strategies
Week 9-11 J. Remedial Instruction in Reading
1. Correcting Perceptual and decoding deficits in word recognition
2. Definition of terms
3. Correcting sight-word knowledge deficits
4. Correcting Basic sight vocabulary deficit
5. Correcting knowledge of sound-symbol correspondence
6. Remediation through phonemic awareness
7. Remedial vocabulary instruction
Week 12-13 K. Remedial Instruction in Listening
1. Factors affecting students’ listening comprehension
2. Internal Factors
3. External Factors
4. How to improve students’ listening comprehension
Week 14-15 L. Remedial Instruction in Speaking
1. What makes speaking difficult
2. Teaching pronunciation
3. The use of accuracy-based activities
4. Talking to second language learners in the beginning level
Week 16-17 M. Remedial Instruction in Writing
1. Areas of difficulty for students with writing problems
2. Qualities of strong writing instruction
3. Adaptations for struggling writers
4. Teaching handwriting
5. Teaching spelling

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One week (or an equivalent
of three hours)
Allotted for the Prelims, Midterms and the final Exams
REMEDIAL INSTRUCTION IN ENGLISH LEARNING PLAN
LEARNING
OUTCOMES
COURSE CONTENT/
SUBJECT MATTER
TEXTBOOK/
REFERENCES
TEACHING AND
LEARNING ACTIVITIES
ASSESSMENT
OF TASKS
RESOURSE
MATERIALS
TIME
TABLE
1. Identify the
goals and
significance of
remedial
instruction for
struggling
learners
Objectives of Remedial
Instruction
Education Bureau
(2007). Remedial
teaching strategies.
Retrieved June 20, 2018
from
https://www.edb.gov.hk
/en/edu-
system/special/resource
s/serc/irtp/book-3.html
 Class discussion
and lecture
 Oral
recitation
 PowerPoint
presentation
3 hours
1. Determine and
explain the
salient features
and
components of
remedial
instruction
The Remedial Instruction:
Organization and
Management
 Organization
- Curriculum
-Instruction
- Assessment
 Management
-Components of
Remediation
Gunning, Thomas G.
(2003). Creating Literacy
Instruction for all
Children. (4th
ed). NY,
USA: Pearson Education,
Inc. Hedge, T.
Manzo, Anthony&
Manzo, Ula, (1993).
Literacy Disorders:
Holistic Diagnosis and
Remediation. Australia:
Wordsworth Thompson
Learning.
 Class discussion
and lecture
 Graphic
interpretation of
remedial
instruction
components
 Divergent
questioning
 PowerPoint
presentation
 Graphic
organizer
6 hours
1. Identify
difficulties of
learners and
some general
principles to
manage such
Principles of Helping
Learners with Difficulties
Manzo, Anthony&
Manzo, Ula, (1993).
Literacy Disorders:
Holistic Diagnosis and
Remediation. Australia:
Wordsworth Thompson
 Class discussion
and lecture
 Oral
recitation
 PowerPoint
presentation
3 hours

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Learning.
1. Identify the  Process of Remedial
Teaching
 Curriculum
Adaptation
 Formulation of
Teaching Plans
Education Bureau  Class discussion
and lecture
 Graphic analysis of
the process of
remedial teaching
 Sample
remedial
class lesson
plan
 PowerPoint
presentation
 Graphic
organizer
 Sample
teaching
plans
3 hours
processes and (2007). Remedial
principles in teaching strategies.
designing Retrieved June 20, 2018
remedial
instruction plans
2. Apply the
principles and
methods of
from
https://www.edb.gov.hk
/en/edu-
system/special/resource
s/serc/irtp/book-3.html
designing
teaching plans
for remedial
classes
1. Identify and Teaching Activities, Aids Philippine Normal  Class discussion  Instructional
material for
remedial
class
 PowerPoint
presentation
 Sample
materials and
activities for
remedial
students
3 hours
design effective and Supporting Materials University (2013). A and lecture
learning Reviewer for the
materials for Licensure Examination
remedial for Teachers. Manila:
learners FCA Printhouse
1. Determine the The Setting of Learning Education Bureau
(2007). Remedial
teaching strategies.
Retrieved June 20, 2018
from
https://www.edb.gov.hk
/en/edu-
system/special/resource
s/serc/irtp/book-3.html
 Class discussion  Oral
recitation
 PowerPoint
presentation
 Images of
different
learning
environment
s
3 hours
different Environment and lecture
settings of
learning
environment
and the
appropriate
type of teaching
based on these
settings
1. Manage Remedial Teaching Philippine Normal  Class discussion  Simulations  PowerPoint 3 hours

5. Page 5 of 9
learning
situations by
applying various
teaching
strategies
Strategies University (2013). A
Reviewer for the
Licensure Examination
for Teachers. Manila:
FCA Printhouse
and lecture
 Simulation
activities of
different remedial
class situations
and how to tackle
such
presentation
1. Identify Remedial Instruction in
Reading
 Correcting Perceptual
and decoding deficits
in word recognition
 Definition of terms
 Correcting sight-word
knowledge deficits
 Correcting Basic sight
vocabulary deficit
 Correcting knowledge
of sound-symbol
correspondence
 Remediation through
phonemic awareness
 Remedial vocabulary
instruction
Ekwall, Eldon & Shanker,  Class discussion  Objective
exercises
 PowerPoint
presentation
 Word lists
 Images
 Sample
materials
9 hours
reading/ James (1998). Diagnosis and lecture
perceptual and Remediation of the
difficulties of Disabled Reader.
learners
2. Apply principles
Massachusetts, USA:
Allyn and Bacon.
and activities
which may help
correct such
difficulties
Manzo, Anthony&
Manzo, Ula, (1993).
Literacy Disorders:
Holistic Diagnosis and
Remediation. Australia:
Wordsworth Thompson
Learning.
1. Identify listening
difficulties of
learners
2. Apply principles
and activities
which may help
correct or
Remedial Instruction in
Listening
 Factors affecting
students’ listening
comprehension
 Internal Factors
 External Factors
Manzo, Anthony&
Manzo, Ula, (1993).
Literacy Disorders:
Holistic Diagnosis and
Remediation. Australia:
Wordsworth Thompson
Learning.
 Class discussion
and lecture
 Oral
recitation
 PowerPoint
presentation
6 hours

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manage such
difficulties
 How to improve
students’ listening
comprehension
1. Identify
speaking
difficulties of
learners
2. Apply principles
and activities
which may help
correct or
manage such
difficulties
Remedial Instruction in
Speaking
 What makes speaking
difficult
 Teaching
pronunciation
 The use of accuracy-
based activities
 Talking to second
language learners in
the beginning level
Murcia, M. C., Brinton,
M. & Goodwin, J. M.
(1996). Teaching
Pronunciation: A
Reference for Teachers
in English To Speakers of
Other Languages. Ney
York: Cambridge
University Press.
 Class discussion
and lecture
 Divergent
questioning
 PowerPoint
presentation
6 hours
1. Identify writing
difficulties of
learners
2. Apply principles
and activities
which may help
correct or
manage such
difficulties
Remedial Instruction in
Writing
 Areas of difficulty for
students with writing
problems
 Qualities of strong
writinginstruction
 Adaptations for
struggling writers
 Teaching handwriting
 Teaching spelling
Troia, G.A. (2002).
Teaching Writing
Strategies to Children
With Disabilities: Setting
Generalization as a goal.
Troia, G. A. & Graham, S.
(2003). Effective writing
instruction across the
grades: What every
educational consultant
should know. Journal of
Educational and
Psychological
Consultation, 14, 75-89.
 Class discussion
and lecture
 Writing drills and
collaborative
teaching
 Peer
checking of
written
output
 PowerPoint
presentation
 Samples of
common
writing
miscues
6 hours
ALLIGNMENT OF COURSE OUTCOMES WITH SUMMATIVE ASSESSMENT TASKS
Course Objectives Summative Assessment Tasks Details

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1. Explain and reflect on the significance
of remedial teaching
2. Identify the learning difficulties of the
students (listening, speaking, reading
and writing)
3. Exhibit a sense of understanding, and
empathy towards students with
learning difficulties
4. Apply the processes and principles of
designing an effective remedial
program
5. Create an effective English remedial
program for students with specific
learning difficulties
Quizzes/Exercises
Lesson Plan/ Remedial instruction
plan
Module/Remedial Instruction
Material
Prelim, Midterm and Final
Examination
These tasks ensure understanding and critical thinking of students
towards the principles of an effective remedial instruction in English
applied in different learning situations
The students are required to create a lesson plan for a remedial class
employing all the processes and principles of designing a remedial
program/instruction.
In this task, the students are required to design a learning material for
remedial learners containing appropriate activities and content
depending on their needs and difficulties.
Suggested
Readings and
References
Carry, S. (1997). Second Language Learners. California: The Galef Institute.
Education Bureau (2007). Remedial teaching strategies. Retrieved June 20, 2018 from https://www.edb.gov.hk/en/edu-
system/special/resources/serc/irtp/book-3.html
Ekwall, Eldon & Shanker, James (1998). Diagnosis and Remediation of the Disabled Reader. Massachusetts, USA:
Allyn and Bacon.
Gunning, Thomas G. (2003). Creating Literacy Instruction for all Children. (4th
ed). NY, USA: Pearson Education, Inc. Hedge, T. (2000).
Teaching and Learning in the Language Classroom. UK: Oxford University Press.
Vacca, R. T. & Vacca, J. L. (2005). Content Area Reading: Literacy and Learning Across the Curriculum (4th
ed).
Boston: Pearson, Allyn and Bacon.
Manzo, Anthony& Manzo, Ula, (1993). Literacy Disorders: Holistic Diagnosis and Remediation. Australia:
Wordsworth Thompson Learning.
Murcia, M. C., Brinton, M. & Goodwin, J. M. (1996). Teaching Pronunciation: A Reference for Teachers in English To
Speakers of Other Languages. Ney York: Cambridge University Press.
Philippine Normal University (2013). A Reviewer for the Licensure Examination for Teachers. Manila: FCA Printhouse
Troia, G.A. (2002). Teaching Writing Strategies to Children With Disabilities: Setting Generalization as a goal.
Troia, G. A. & Graham, S. (2003). Effective writing instruction across the grades: What every educational consultant
should know. Journal of Educational and Psychological Consultation, 14, 75-89.
Course
Requirements
Quizzes/Exercises
Active Participation (group works, recitation, etc)

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Lesson Plan/ Remedial instruction plan
Module/Remedial Instruction Material
Prelim, Midterm and Final Examination
Grading System Examinations
Prelims/MidTerm/Finals - 40 %
Quizzes/Projects/Assignments - 30 %
Attendance/Class Participation -30 %
100%
Classroom policies  Attend class on time and prepared with reading materials (no borrowing of paper, pen or handouts).
 Always be prepared for on-the-spot sharing of ideas, advanced readings or recaps of past lesson.
 Make sure cellular phone is shut down or in silent mode during sessions.
 Ask permission when leaving the classroom.
 Be flexible when adjustments are made on the different activities or assignments
 Quizzes are given on scheduled or unscheduled basis.
 Respect and courtesy must be manifested both toward the teacher and classmates.
 Honesty as a policy is to be observed at all times.
Adapted and prepared by:
JOSE PERPETUO E. GASO, JR.
Instructor

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