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Lu, Yisong. "Study on Integrating Diagnostic Assessment into College English Reading Teaching Practice." International Journal of Education and Humanities 7, no. 2 (2023): 87–90. http://dx.doi.org/10.54097/ijeh.v7i2.5408.
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This study examined how Udig reading assessment improved English teaching and learning at college level. With the help of the Udig feedback reports and a reading strategy questionnaire of students, teachers were able to identify the strength and weakness in students’ reading ability and deliver the follow-up remedial activities based on the targeted needs for ability development. Students learnt to understand their reading deficiency and adjusted their learning activities. Results show that students’ performance of reading ability improved and their scores of reading subskills rose after the remedial teaching practice and students’ efforts. Students’ response to the remedial instruction and learning activities was generally positive.
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Gigante, Lorenza T. "Effectiveness of the Remedial Reading Program on Pupils' Performance." Psychology and Education: A Multidisciplinary Journal 20, no. 3 (2024): 307–16. https://doi.org/10.5281/zenodo.11350117.
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The study aimed to determine the effectiveness of the remedial reading program on the reading comprehension of pupils at Sta. Lucia Elementary School. Specifically, this study aimed to verify the effectiveness of the proposed special remedial teaching program in developing the skills in getting from the context, noting details and making inferences. The pre-test/ posttest Time Series Experimental Design was used in the study. Based on the Phil-IRI pre-test results, there were a total of sixty pupils who were identified frustration level of readers which were taken as the subjects out of 204 Grade Four Pupils of Sta. Lucia Elementary School. Thus, remedial programs were provided to help these pupils compensate for the insufficient learning in previous academic setting. The remedial teaching in reading skills was applied to the special group given the special remedial teaching which was four times a week for fifteen minutes in each session (30 Grade IV pupils) on lessons on getting meaning from the context, noting details and making inferences. On the other hand, another group of 30 Grade IV pupils served as the regular group given the regular remedial teaching which was two times a week for thirty minutes in each session. Based on the study conducted, it showed that the reading performance of the students in the control and experimental group in the pre-test did not differ significantly on getting meaning from context, noting details and making inferences. The effectiveness was indicated when the gain scores of both groups taught by program of remedial teaching. However, special group was significantly higher compared the regular group. The Special Remedial Reading Program for Grade four pupils was proven effective in improving the reading comprehension of the children’s reading skill in English since there was a very significant difference between the performances of the two groups after the experiment in favor of the experimental group. The computed mean of the experimental group is almost twice as high as compared to the computed mean of the control group. This indicates that those who underwent to the special remedial reading program had better performance than those who were granted with the regular remedial reading program. The Special Remedial Reading Program was an effective strategy because of the development observed by the pupils. It is suggested that elementary teachers must apply this program especially the special remedial reading session to proliferate its effectiveness and teachers be kept abreast in a new mode of teaching that could maximize pupils’ participation as well as promote Higher Order Thinking Skills (HOTS) to the elementary pupils. Thus, this could make a great foundation in their formative system.
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Brown, Donna M. "Fundamentals of Literature: Teaching High School Students with Special Needs." English Journal 92, no. 4 (2003): 42–46. http://dx.doi.org/10.58680/ej20031037.
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Suggests that a remedial English classroom should be simple, emphasize respect, and make students comfortable. Notes that regardless of the special challenges each student may bring to the classroom, basic language skills improve through practice. Describes a remedial English class, which incorporates journal writing, reading aloud, sustained silent reading, and discussion.
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Jain, Ivy, and Norasmah Othman. "Reading Problems among Primary School Remedial Pupils in One of Miri, Sarawak." Social and Management Research Journal 16, no. 1 (2019): 73. http://dx.doi.org/10.24191/smrj.v16i1.6083.
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Reading is a difficult skill to be mastered by children mainly remedial students prone to problems in basic reading skill. Remedial students are students with learning disabilities who have been selected to attend the Remedial Programme in their schools. This study was conducted to identify the problems faced by these students in mastering basic reading skill. Basic reading skill that is the focus of this article is the open syllables words; Consonant Vowel Consonant Vowel (KVKV). This study aimed to identify the main problems faced by students in reading open syllables words (KVKV). The study was conducted in one elementary school in the district of Miri, Sarawak involving 30 pupils in year two from remedial class. Data were collected through Diagnostic Tests, observations and interviews in the study group. The study found that the main problems were; students do not understand the basic concepts of reading clearly and the lack of motivation among the students. This study is expected to help teacher in particular remedial teachers in helping students overcome reading recovery KVKV word. To improve the reading skills of pupils, the study recommended that remedial students are taught by a variety of teaching strategies such as inserting games or songs in their teaching and learning in order to cultivate their interest in reading. Teachers are also advised to constantly motivate the students so that they are eager to learn the skills of reading.
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Kajapati Mutty and Hasnah Toran. "EXPLORING THE TEACHING AND FACILITATION PRACTICES OF REMEDIAL TEACHERS." Special Education [SE] 3, no. 1 (2025): e0033. https://doi.org/10.59055/se.v3i1.33.
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Remedial education is an area that is specific to students who are less proficient in the basic skills of reading, writing and arithmetic. This study aims to explore the teaching and facilitation practices of remedial teachers in the Rembau district, focusing on their efforts to support students in mastering the basic 3R skills (reading, writing, and arithmetic). Using a qualitative approach, the study involved semi-structured interviews with 10 special education remedial teachers. The findings reveal that these teachers adopt student-centred, individualized approaches and utilize interactive teaching aids to tailor instruction to the individual needs of students. Additionally, the integration of educational technology, play-based learning activities, fostering of social skills, and emphasis on repetition and continuous practice were identified as key strategies in teaching. The implications of this study highlight the need for ongoing support for special education remedial teachers, in line with the Ministry of Education Malaysia’s (MOE) policy emphasizing inclusive and quality education. This study recommends providing more resources, professional training, and collaboration among stakeholders to enhance teaching effectiveness and ensure remedial students receive equitable educational opportunities.
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Rosano, Daisy A., Genevieve R. Conjusta, Joni B. Gallardo, and Leilani F. Sindingan. "Teaching Remedial Reading: Content Area Teachers’ Difficulties and Needs." International Journal of Learning, Teaching and Educational Research 24, no. 2 (2025): 153–69. https://doi.org/10.26803/ijlter.24.2.8.
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Teachers’ capabilities inside the classroom are impacted by their teaching difficulties and needs. This participatory action research presents both the difficulties and the needs of junior high school content area teachers in teaching remedial reading, with the aim of providing recommendations for systemic changes. A total population of 31 teachers across various subject areas— particularly those teaching English, Filipino, Science, Mathematics, Araling Panlipunan (Social Studies), Edukasyon sa Pagpapakatao (Values Education), Technology and Livelihood Education as well as Music, Art, Physical Education and Health (MAPEH)—who teach remedial reading were purposively selected to participate in the study. Teaching experience among the content area teachers varied from one year to nine years. Data were collected through focus group discussions using a validated and pilot-tested researcher-made questionnaire that went through two cycles of thematic analysis. Findings revealed significant difficulties, such as challenges in engaging students with negative emotions towards reading, limited access to resources and unsupported home context, insufficient pedagogical knowledge of reading instruction, and difficulties in using reading assessments. Content area teachers expressed a strong need for professional development in reading instruction, including strategies for teaching reading components and utilizing assessment data. They also emphasized the need for management support, such as access to reading materials, reduced workloads, smaller class sizes, and the implementation of a comprehensive school-wide reading program. The study highlights the critical need for collaborative efforts between teachers, administrators, and other stakeholders to effectively address the challenges of remedial reading instruction in the junior high school setting.
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Simm, T. "The Long‐term Results of Remedial Teaching of Reading." Educational Psychology in Practice 1, no. 4 (1986): 142–47. http://dx.doi.org/10.1080/0266736860010403.
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Richdale, Amanda L., John E. Reece, and Angela Lawson. "Teachers, Children with Reading Difficulties, and Remedial Reading Assistance in Primary Schools." Behaviour Change 13, no. 1 (1996): 47–61. http://dx.doi.org/10.1017/s0813483900003946.
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While there is a body of research addressing the causes of reading difficulty and the identification and remediation of children with a reading difficulty, little is reported regarding the type and adequacy of assistance that these children actually receive in school. This study addresses the latter two issues. A random sample of 110 Year 3 teachers from State primary schools answered questions concerning school resources for assisting children with a reading difficulty, main method of teaching reading, their beliefs concerning reading difficulty, and their own level of general teaching experience and experience and training in managing reading difficulty. These teachers then provided information concerning the ability level, behavioural problems, perceived cause of reading difficulty, assessment, and adequacy of assistance for 303 Year 3 children whom they identified as having a reading difficulty. Results indicated that 42.7% of teachers predominantly used a whole language approach to teaching reading and that, by teacher definition, only 36.6% of children were receiving adequate assistance for their reading difficulty. Regression analysis showed that the factors most strongly associated with adequate assistance were a less severe level of reading difficulty, a higher level of support available within the school, and more children with reading difficulty in the class. The implications of these findings and other characteristics of the children with reading difficulties are discussed.
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Rochman, Muhammad. "The Importance of Teaching Reading: Emphasize for Reading Fluency or Accuracy in Improving Students’ Reading Comprehension in EFL Context." Ethical Lingua: Journal of Language Teaching and Literature 4, no. 1 (2017): 11–29. http://dx.doi.org/10.30605/ethicallingua.v4i1.345.
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Current methods for teaching reading comprehension tend to emphasize the products of comprehension and neglect the processes of comprehension. Teachers often provide insufficient opportunities for learners to practice English in teaching reading. To make the situation worse, both teachers and learners frequently use Indonesian language throughout English classes. There are two sets of skills that are particularly important to teach. The first set includes comprehension monitoring skills that involve readers' monitoring their continuing processing for possible comprehension failure and taking remedial action when failures occur. Comprehension failures can occur at various levels, including: particular words, particular sentences, relations between sentences, and relations between larger units. For each kind of failure, there are specific remedial actions readers can take. The second set of processing skills that can be taught involves using clues in the text to generate, evaluate, and revise hypotheses about current and future events in the text. During teaching reading in a class teachers may confuse to give exercises relate to fluency or accuracy. The correlation between fluency and reading comprehension showed a significant positive relationship between oral reading fluency and reading comprehension performance. Therefore, automaticity of decoding fluency is essential for high levels of reading achievement. Hence, what educators should do now is conscientiously try to shift educators’ attention from emphasizing the accuracy of students ‘oral presentation to developing their ability to express themselves both accurately and fluently in English.
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Adil, Zoraida M. "Teaching of Reading In the Midst of Uncertainties: The Narratives of Elementary Laboratory School Teachers." American Journal of Multidisciplinary Research and Innovation 1, no. 2 (2022): 34–38. http://dx.doi.org/10.54536/ajmri.v1i2.252.
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Teaching of reaching brought a monumental implication to teaching and learning. This qualitative-narrative research aimed to determine the narratives of Cotabato Foundation College of Science and Technology Elementary Laboratory School. Results showed that teachers were challenged by unresponsive learners, lack of parental support, and lack of reading materials. Meanwhile, they provided their learners with remedial reading activities. They advised that teachers must be passionate and compassionate in handling learners to enhance their reading skills.
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Adil, Zoraida M. "Teaching Of Reading In The Midst Of Uncertainties: The Narratives Of Elementary Laboratory School Teachers." Shanti Journal 1, no. 1 (2022): 183–96. http://dx.doi.org/10.3126/shantij.v1i1.47816.
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Teaching of reaching brought a monumental implication to teaching and learning. This qualitative-narrative research aimed to determine the narratives of Cotabato Foundation College of Science and Technology Elementary Laboratory School. Results showed that teachers were challenged by unresponsive learners, lack of parental support, and lack of reading materials. Meanwhile, they provided their learners with remedial reading activities. They advised that teachers must be passionate and compassionate in handling learners to enhance their reading skills.
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M, Adil Zoraida. "Teaching of Reading In the Midst of Uncertainties: The Narratives of Elementary Laboratory School Teachers." American Journal of Multidisciplinary Research and Innovation 1, no. 2 (2022): 34–38. https://doi.org/10.54536/ajmri.v1i2.252.
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Teaching of reaching brought a monumental implication to teaching and learning. This qualitative-narrative research aimed to determine the narratives of Cotabato Foundation College of Science and Technology Elementary Laboratory School. Results showed that teachers were challenged by unresponsive learners, lack of parental support, and lack of reading materials. Meanwhile, they provided their learners with remedial reading activities. They advised that teachers must be passionate and compassionate in handling learners to enhance their reading skills.
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Vincent, Areena C., Manju G. Elenjickal, and Sukumaran T. U. "Effect of remedial teaching on the scholastic performance of children with learning disability." International Journal of Contemporary Pediatrics 7, no. 3 (2020): 487. http://dx.doi.org/10.18203/2349-3291.ijcp20200213.
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Background: To assess the effectiveness of remedial teaching in children with learning disability and to find association between IQ score and age of the child with their improvement.Methods: An interventional study using pre-post study design, took place in Child Development Centre (CDC) of tertiary care Medical College hospital. Participants includes 45 school going children of age group of 6-15 years. After initial diagnosis and IQ assessment, remedial teaching was given in CDC for 12 months. Techniques are chosen on an individual basis by formulating individualised education program (IEP) by special educators. Diagnosis and pre- post assessment were done using tool, NIMHANS SLD battery. Effectiveness was evaluated as improvement in class levels of students. Definite improvement was decided in each student if improvement was observed in 4 or more domains. Relationship of IQ score and age with their improvement in was noted.Results: In pretest, poor results were found in attention and copying in 39 children, reading in 41, comprehension and spelling in 42, written expression in 43, and arithmetic in 44. In posttest, good results with statistical significance (p<0.05) were found in attention in 33, copying in 27, reading in 24, arithmetic in 15, and spelling in 12 children. Definite improvement was noticed for 33% of students with significant association with age and not IQ score of the child.Conclusions: This study shows that remedial teaching can bring about significant changes in academic skills namely attention, copying, reading, arithmetic, and spelling. 33% had definite improvement in 4 or more domains. The improvement in academic skills following remedial teaching was dependent on the child’s age and not on IQ score.
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Hendel, Russell Jay. "A Transdisciplinary Approach to Reading: In Mathematics, Remedial Reading, and Biblical Exegesis." Journal of Systemics, Cybernetics and Informatics 20, no. 4 (2022): 15–20. http://dx.doi.org/10.54808/jsci.20.04.15.
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This paper studies reading comprehension in three distinct disciplinary settings: Mathematics verbal problems, remedial reading, and biblical exegesis. This transdisciplinary approach enriches our understanding of reading, enabling focus on key methods of improving reading. The transdisciplinary approach also affords us new insights into addressing equity issues. The paper's approach is influenced by Meyer's seminal work on textual organizational structure as a key method to achieve reading comprehension. Consistent with this approach, the paper advocates using signal words or keywords, as well as listing and teaching organizational structures as a means to improving literacy in reading, mathematics, and biblical exegesis. The paper recommends that these techniques should be a primary method of approaching math and biblical fluency.
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Yang, Yu-Fen. "Developing a reciprocal teaching/learning system for college remedial reading instruction." Computers & Education 55, no. 3 (2010): 1193–201. http://dx.doi.org/10.1016/j.compedu.2010.05.016.
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Hazaea, Abduljalil. "Challenges of EFL Course Retaking: Toward a Model for Remedial Reading." JURNAL ARBITRER 11, no. 3 (2024): 348–59. http://dx.doi.org/10.25077/ar.11.3.348-359.2024.
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Course retaking brings pivotal challenges for learning institutions all over the world. This urges many academicians to investigate the reasons why students retake courses. Therefore, this article identifies the micro and macro challenges associated with retaking a reading course. It also generates a remedial reading model for English as foreign language (EFL) contexts. Data was collected from reading course specifications, course report, and focused group discussions with six experienced language instructors at the preparatory year program of a Saudi university. Using grounded theory, the qualitative data was analyzed through thematic analysis. The findings revealed a complex web of challenges associated with different stakeholders: the course retakers, language instructors, administration, and retakers’ families; all of them share the challenge of time constraints, especially after the shift from two to three semesters. At the micro level, course retakers struggle with poor foundational skills and demotivation, focusing on passing exams. They also lack exposure to English and seldom invest office hours for help. Language instructors struggle with learning materials, demotivation, and assessment. At the macro level, students’ families contribute to maximize these challenges. A gap exists between the intended learning outcomes and student levels and admission criteria. These challenges collectively hinder course retakers’ reading skills. The study generates a five-pillar bridging model that integrates learning outcomes, exam-oriented teaching strategies, simplified reading materials, technology-assisted reading, and motivational strategies to foster EFL remedial reading. The study recommends some pedagogical implications for remedial reading classes.
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Wu, Weishen, Yi-Ting Yu, Muhammad Ashar, Triyono Indrasiwi Kuncoroaji, and Vertic Eridani Budi Darmawan. "Applying Augmented Reality to Chinese Radicals Learning: A Remedial Teaching Experiment in an Elementary School." International Journal of Interactive Mobile Technologies (iJIM) 16, no. 05 (2022): 81–90. http://dx.doi.org/10.3991/ijim.v16i05.28983.
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In the regions of Chinese as the first language, children with backward Chinese characters ability are more likely to give up reading the subject content of long texts, which affects their learning in the long term. This study applies augmented reality (AR) to develop a remedial teaching model for Chinese radical recognition and assesses its effectiveness on underachieved students at an elementary school. Based on several Chinese characters that were easy for children to confuse radicals, an AR app for Android was developed and installed in tablet computers. The remedial teaching model involves students to use AR app to scan radical cards and trigger animations introducing the evolution of radicals. Students can practice Chinese character writing on the tablet computer's screen. With the multiple stimulus of AR, the teacher lead students collaboratively complete the worksheets. To assess students' learning outcomes, a quasi-experimental approach was administrated to 8 second grade students who had backward Chinese literacy, in which qualitative and quantitative data were collected. Results showed this remedial teaching model improved the disadvantaged students’ recognition accuracy on Chinese characters and flips their motivation toward Chinese characters learning. During the remedial teaching program, use of AR was effective to get students more attentions and impressions on Chinese radicals. Finally, Implications for Chinese characters teaching practices are discussed
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Moats, Louisa Cook, and Cheryl Smith. "Derivational Morphology." Language, Speech, and Hearing Services in Schools 23, no. 4 (1992): 312–19. http://dx.doi.org/10.1044/0161-1461.2304.312.
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For unclear reasons, current language tests and remedial teaching materials often do not include the explicit evaluation or teaching of derivational morphology. This article reviews recent research on children’s knowledge and acquisition of derivational morphology across studies of listening, speaking, reading, and spelling. We conclude that this dimension of language organization deserves more attention than it now receives in language instruction.
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Bean, Rita M., William W. Cooley, R. Tony Eichelberger, Meryl K. Lazar, and Naomi Zigmond. "Inclass or Pullout: Effects of Setting on the Remedial Reading Program." Journal of Reading Behavior 23, no. 4 (1991): 445–64. http://dx.doi.org/10.1080/10862969109547753.
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The purpose of this study was to describe the remedial reading instruction received by students assigned to inclass or pullout programs with respect to the instructional behaviors of teachers, the nature of lessons, and the reading behaviors of students. The study was conducted in an urban school system in which the pullout and inclass programs existed concurrently. One hundred nineteen students (Grades 4 and 5) were observed over a 4-month period. In both settings, students received a great deal of skill-related instruction; not much time was spent in prereading activities and students spent most of their time with worksheets. Over 60% of classroom time in both settings was spent in listening, transcribing, and silent reading. Pullout students experienced more direct teaching activities in a group situation while inclass students experienced more time in a one-on-one tutoring mode. Overall, there were differences between settings in what students experienced in remedial reading.
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Khadawardi, Hanadi Abdulrahman. "The Use of Innovation Technology in Pedagogical Practices of L2 Reading Comprehension: An Annotated Bibliography." Studies in English Language Teaching 11, no. 1 (2022): p1. http://dx.doi.org/10.22158/selt.v11n1p1.
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Teaching reading as a second/foreign language has gained increasing significance in the educational field. Investigating pedagogical methods has become one of the major areas of research in the expanding field of teaching second language (L2) reading comprehension. Many researchers have addressed various pedagogical aspects and issues related to this field. This annotated bibliography is designed for researchers and instructors working on developing modern technological techniques of teaching reading in second/foreign language settings and to provide a solid theoretical and pedagogical background based on many types of data from various angles and contexts. It attempts to provide an overview of and highlight research studies related to teaching L2 reading comprehension through updated digital methods with applications and recommendations based on previous research studies. The sources listed in this annotated bibliography are journal articles arranged alphabetically by author, and for each work there is a brief non-evaluative synopsis of the study’s objectives, instruments of data collection and results.
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Kunasaraphan, Kanokrat. "DEVELOPMENT OF TOEIC TEST-TAKING SKILLS BY APPLYING KAHOOT! AS A REMEDIAL TEACHING TOOL." EUrASEANs: journal on global socio-economic dynamics, no. 5(24) (September 30, 2020): 77–85. http://dx.doi.org/10.35678/2539-5645.5(24).2020.77-85.
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The purpose of this study is to investigate and compare TOEIC scores before and after applying Kahoot! as a remedial teaching tool on the sample of 180 (6 groups, 30 students each group) first-year students enrolled on the Airline Business Program in the International College, Suan Sunandha Rajabhat University. The research instruments in this study were TOEIC test and all questions on Kahoot! to improve students’ skills in TOEIC test reading section. The researcher applied Kahoot! at the end of 15 classes, 15-20 minutes each class. The researcher analyzed students’ TOEIC scores before and after applying Kahoot! as a remedial teaching tool by calculating TOEIC scores and percentage.
 The findings show that all average scores in the semester 1/2018 were higher than the score in semester 3/2017 which the score in listening section was more than the one in the reading section. Similarly, in each group, the average score in semester 1/2018 was higher than the score in semester 3/2017 while the score in listening section was more than the one in reading section. Generally, students’ TOEIC scores before applying Kahoot! were higher than after applying Kahoot!. The percentage of difference score before and after employing Kahoot! in the reading section was more than in the listening section. The group that obtained the highest percentage of difference score was group 6, followed by groups 5, 2, 4, 3 and 1, respectively. In part of the listening section, the group that obtained the highest percentage of difference score was group 4, followed by groups 6, 2, 5, 3 and 1, respectively. In part of the reading section, the group that obtained the highest percentage of difference score was group 5, followed by groups 6, 3, 2, 4 and 1, respectively. 
 From Kahoot! score results, the researcher found that the average score, including the percentage of correct answers on Kahoot! tends to get higher. Therefore, lecturers should promote and develop students’ TOEIC test-taking skills in part of its listening and reading sections by means of integrating Kahoot! or other active learning strategies in the everyday classroom.
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Petricig, Michael. "Combining Individualized Instruction with the Traditional Lecture Method in a College Algebra Course." Mathematics Teacher 81, no. 5 (1988): 385–87. http://dx.doi.org/10.5951/mt.81.5.0385.
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In recent years many colleges have noticed an increase in the number of student applicants who are underprepared in the basic skills of reading, writing, and mathematics. At Chapman College, a large percentage of freshmen have been required to take remedial courses in these subjects. Furthermore, many students were not performing well in the remedial course in Intermediate Algebra. To improve the success rate for students in this course, a method for teaching it was developed that combined individualized instruction with the traditional lecture approach. The method was easy and inexpensive to implement, and it required a minimum of reorganization.
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Ureta, Ricver. "The Level of Teachers’ Knowledge in Teaching and Pupils’ Comprehension in Reading." Breakthroughs: A Research Journal of Learning and Instruction 1 (June 2020): 57–86. http://dx.doi.org/10.70228/cbj2022034.
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The study aimed to assess the level of teachers’ knowledge in teaching reading in terms of the subject matter, the learners, and the instructional technique. It also aimed to assess the comprehension level of pupils and their experiences in learning reading. Using a quantitative-descriptive research design, the study was conducted in eight public elementary schools in District IV, Division of Bacolod City. Results show that teachers are ‘knowledgeable’ in teaching reading, regarding instructional techniques, and about their learners. The result, ‘higher level of knowledge’ is exhibited more by female teachers than males. The level of teacher’s knowledge is the same regardless of school classification or teachers’ experience. The educational attainment of teachers is found to be a significant factor in their instructional knowledge, as is the teachers’ knowledge in teaching reading. In addition, the reading comprehension level of the intermediate students in District IV is at the Instructional Level. The sex and grade level of the students do not have an effect on their reading level while the educational attainment of their parents influences the students’ reading comprehension level. These results will help in the design and conduct of a series of training programs for teachers, as well as in the allocation of reading remedial time for struggling readers. Keywords: reading comprehension, teacher’s knowledge, reading level, teaching reading
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Swicegood, Philip R., and James L. Parsons. "The Thematic Unit Approach: Content and Process Instruction for Secondary Learning Disabled Students." Learning Disabilities Research & Practice 6, no. 2 (1991): 112–16. https://doi.org/10.1177/093889829100600208.
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New instructional arrangements should be explored to meet the needs of secondary learning disabled students. The Thematic Unit is an integrated approach to content area learning. A Thematic Unit integrates reading, writing, and speaking experiences at a remedial level while fostering active and strategic study of the content. Features of the approach include the use of natural materials, the teaching of learning strategies, and an emphasis on student decision-making and involvement. Teachers utilizing this approach are able to program a variety of instructional modes, formats, and experiences. Students might engage in debates, discussions, meaningful writing, shared writing, directed reading, and Reciprocal Teaching. Guidelines for constructing, organizing, and evaluating a Thematic Unit are provided.
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Brown, Deborah, Catherine Beavis, Judith Kalman, Anne D’Antonio Stinson, and Melissa E. Whiting. "Annotated Bibliography of Research in the Teaching of English." Research in the Teaching of English 36, no. 4 (2002): 531–41. http://dx.doi.org/10.58680/rte20021759.
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Presents annotations of 37 selected recent research in the teaching of English and related fields. Addresses bilingual/foreign language education, discourse processes, literacy, professional development, reading, teaching and learning of literature, teaching and learning of writing, and technology and literacy. Notes that most of the studies appeared during the six-month period from July through December 2001.
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Hacquebord, Hilde. "Taalhulp op Maat." Taal(leer)problemen 60 (January 1, 1998): 19–28. http://dx.doi.org/10.1075/ttwia.60.03hac.
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This article des ribes the implementation of a screening test of text comprehension in five secondary schools. The test results yield diagnostic information about the individual's reading style, which may be either compensating for a lack of word knowledge, or a 'bottom-up' reading style without bringing about meaning on the textual level. The typology of readers is carried out with the aim of improving the different reading problems by follow-up reading and language programs tailored to the specific individual needs. The schools apply different models of remediation, dependent on the different logistic possibilities and on the numbers of weak readers. It appears that 'remedial teaching' and the 'integrated model' conditions yield the best results.
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Samsudin, Nurul Haniza, Puteri Roslina Abdul Wahid, and Salinah Ja’afar. "Pengaplikasian Model Awal Kit Asas Membaca Dalam Pembelajaran Bahasa Melayu Kanak-Kanak Pemulihan Khas." Sains Insani 3, no. 1 (2018): 1–9. http://dx.doi.org/10.33102/sainsinsani.vol3no1.17.
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This article discusses the application of Basic Reading Kit early model in the learning of Malay Language among remedial education children. The developed early model was related to letter recognition and graphical knowledge. The development of this Basic Reading Kit early model involved four phases namely selection, development, execution, and adaptation of which these phases were applied throughout a month-long pilot test. This research used both quantitative and qualitative approaches in collecting the data. The subjects selected were five year three students who were undergoing remedial education class in Johor Bahru, Johor. The instruments utilized in this research included both verbal and non-verbal tests. Two types of test were administered – before and after the Basic Reading Kit early model had been exposed to the children. The data illustrate that there was an increment of 3.17% in the children’s performance after the teaching and learning using the Basic Reading Kit early model (when the three learning outcomes [LO] be summed up). Even though there was no percentage increase seen in LO 2, LO 1 shows an increment of 1.54%, while in LO 3, the increase was 7.5 % as compared to the test result before the application of Basic Reading Kit early model. The data portrays the effectiveness of the application of Basic Reading Kit early model in the teaching and learning of reading among remedial education children.Keywords: early model, Basic Reading Kit, remedial education children, pilot test, learning outcomes
 ABSTRAK: Makalah ini membicarakan tentang pengaplikasian model awal Kit Asas Membaca dalam pembelajaran bahasa Melayu kanak-kanak pemulihan khas. Model awal yang dibina adalah berkaitan dengan pengecaman huruf dan pengetahuan grafik. Pembinaan model awal Kit Asas Membaca ini melibatkan empat tahap, iaitu penentuan, pembangunan, penggunaan, dan penyesuaian yang diaplikasikan melalui kajian rintis selama sebulan. Kajian ini juga menggunakan kaedah kuantitatif dan kualitatif dalam pengumpulan data. Subjek yang dipilih merupakan lima orang pelajar darjah tiga yang mengikuti kelas pemulihan khas di Johor Bahru, Johor. Instrumen yang digunakan ialah ujian lisan dan bukan lisan. Dua jenis ujian dijalankan, iaitu sebelum dan selepas penggunaan model awal Kit Asas Membaca didedahkan kepada mereka. Dapatan kajian ini menunjukkan bahawa terdapatnya peningkatan pencapaian sebanyak 3.17 % selepas pengajaran dan pembelajaran (P&P) menggunakan model awal Kit Asas Membaca apabila ketiga-tiga hasil pembelajaran (HP) dijumlahkan. Dapatan HP 1 menunjukkan wujudnya peningkatan sebanyak 1.54%, manakala HP 3 pula sebanyak 7.5% sebelum dan selepas P&P menggunakan model awal Kit Asas Membaca. Walau bagaimanapun, tiada peningkatan peratusan pencapaian bagi HP 2 sebelum dan selepas P&P menggunakan model awal Kit Asas Membaca. Dapatan ini menunjukkan bahawa terdapatnya keberkesanan pengaplikasian model awal Kit Asas Membaca sebelum dan selepas P&P membaca kepada kanak-kanak pemulihan khas.Kata kunci: model awal, Kit Asas Membaca, kanak-kanak pemulihan khas, kajian rintis, hasil pembelajaran
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Brown, Deborah, Richard L. Larson, and Melissa Whiting. "Annotated Bibliography of Research in the Teaching of English." Research in the Teaching of English 31, no. 4 (1997): 530–41. http://dx.doi.org/10.58680/rte19973893.
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Presents a selected bibliography of recent research in the teaching of English. Subdivides the 51 items into sections on assessment, bilingual and foreign language education, discourse processes, family/workplace literacy, professional development, reading, research methodology, teaching and learning of literature, technology and literacy, and writing.
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Alfassi, Miriam. "Reading for Meaning: The Efficacy of Reciprocal Teaching in Fostering Reading Comprehension in High School Students in Remedial Reading Classes." American Educational Research Journal 35, no. 2 (1998): 309–32. http://dx.doi.org/10.3102/00028312035002309.
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Brown, Deborah, Wayne Martino, Gert Rijlaarsdam, Anne D’Antonio Stinson, and Melissa E. Whiting. "Annotated Bibliography of Research in the Teaching of English." Research in the Teaching of English 33, no. 4 (1999): 461–73. http://dx.doi.org/10.58680/rte19991679.
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Presents a 43-item selected annotated bibliography of recent research in the teaching of English published, generally, between July through December, 1998. Divides entries into sections on assessment; bilingual/foreign-language education; media, society, and literacy; reading; research methodology; teaching and learning of literature; technology and literacy; and writing.
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Brown, Deborah, Judith Kalman, Wayne Martino, Gert Rijlaarsdam, Anne D’Antonio Stinson, and Melissa E. Whiting. "Annotated Bibliography of Research in the Teaching of English." Research in the Teaching of English 35, no. 2 (2000): 261–72. http://dx.doi.org/10.58680/rte20001718.
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Presents a semi-annual annotated selected bibliography of recent research in the teaching of English. Offers 45 annotated bibliographies addressing: bilingual/foreign language/second language education; classroom discourse; curriculum; exceptional learners; literacy; professional development; reading; and writing. Notes most entries were published between January and June 2000.
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Hempenstall, Kerry. "Teaching reading through Direct Instruction: A role for educational psychologists?" Educational and Developmental Psychologist 37, no. 2 (2020): 133–39. http://dx.doi.org/10.1017/edp.2020.13.
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AbstractEducational psychologists can play a number of roles within education settings. They are often called upon to assist with the assessment and treatment of disability issues, student behaviour and mental health problems, parent and teacher liaison, and counselling, to name a few. Less frequently pursued is an active role in establishing and evaluating both general classroom and remedial literacy instruction. A lack of success in the literacy domain can have far-reaching effects on students’ educational and social and emotional development. Further, it has been noted in national and international reports that the accumulated evidence for effective literacy instruction has not had the impact on policy that it deserves. Educational psychologists are well placed to assist schools to develop an evidence-based perspective that can provide a marked improvement in the literacy development of students. One such model with a long research history is Direct Instruction. This article will describe the model, and consider how it might be profitably employed in schools.
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Brown, Deborah, Wayne Martino, Gert Rijlaarsdam, Anne D’Antonio Stinson, and Melissa E. Whiting. "Annotated Bibliography of Research in the Teaching of English." Research in the Teaching of English 34, no. 2 (1999): 321–32. http://dx.doi.org/10.58680/rte19991692.
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Presents a selected, annotated bibliography of recent research in the teaching of English, with most studies appearing in the period between January and June, 1999. Includes sections on assessment; family and workplace literacy; literature; media, society, and literacy; moral education; professional development; reading; research methodology; technology and literacy; and writing.
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Brown, Deborah, Richard L. Larson, and Melissa Whiting. "Annotated Bibliography of Research in the Teaching of English." Research in the Teaching of English 32, no. 2 (1998): 212–22. http://dx.doi.org/10.58680/rte19983905.
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Presents a 48-item selected annotated bibliography of recent research in the teaching of English (most published in scholarly journals between July and December, 1997). Organizes the annotations into sections on assessment; bilingual education and foreign language education; discourse processes; family/workplace literacy; professional development; reading; research methodology; teaching and learning of literature; technology and literacy; and writing.
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Klages, Carol, Mary-Margaret Scholtens, and Kelly Fowler. "Evaluating Literacy Curriculum: Making Sure Elementary Students Learn to Read." European Journal of Teaching and Education 5, no. 3 (2023): 1–23. http://dx.doi.org/10.33422/ejte.v5i3.1043.
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Reading problems for adults and school-age students have significant and varied costs. Existing as an illiterate citizen in the United States has monetary consequences such as living expenses, career relevance, and societal advancement. American employers spend money to edify prospective employees in areas of remedial reading, writing, and mathematical skills. Educators must act on scientific research to select appropriate literacy curriculum to teach students to read. As reading is not a natural process, teachers must teach students to read using materials aligned with the science of reading. Utilizing document analysis to evaluate learning to read instructional materials and strategies must incorporate all the fundamentals and modalities in one complete, research-based curriculum. Knowing how to purposefully evaluate literacy curriculum is necessary for teaching all students to read. A dynamic, reading curriculum evaluation tool is necessary to determine alignment to the science of reading with an accredited literacy curriculum.
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Ahmed, Ghada Majid. "The role of remedial teaching in improving reading comprehension skills of second-intermediate classes." International Journal of Social Science and Education Research 6, no. 2 (2024): 355–63. http://dx.doi.org/10.33545/26649845.2024.v6.i2e.163.
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Dowdney, Linda. "Introduction." Child Psychology and Psychiatry Review 3, no. 1 (1998): 2–3. http://dx.doi.org/10.1017/s1360641797001354.
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The concept of dyslexia can be confusing to clinicians who encounter children with severe reading difficulties within their day-to-day practice, given the problems of definition. Usually, such reading difficulties are accompanied by emotional and/or behavioural adjustment problems, or more widespread problems at school, hence the child's referral into child mental health services. Understanding the nature of the reading difficulty offers the prospect of prioritising treatment alternatives. For instance, if a child has a specific reading difficulty that has resulted in much teasing at school, and high levels of parental disapproval, he/she may then manifest symptoms of anxiety that will in turn further hamper the acquisition of reading skills. Remedial teaching, albeit accompanied by work with parents to foster an understanding of their child's difficulties, becomes an urgent priority. Alternatively, it is possible to envisage a situation in which an emotionally abused child is too distressed to acquire reading skills commensurate with their cognitive potential. With the latter child, the underlying causes of their presenting reading difficulty are emotional in origin rather than reflecting a core difficulty or abnormality in their cognitive processing. Although remedial reading may well be necessary at some stage, the clinician should first concentrate on alleviating the abuse. These are, of course, extreme examples and children rarely present in such a clear-cut way. Nonetheless, it is important for the clinician to know whether there is a group of children with meaningfully divergent reading difficulties, such that they can be characterised as having a specific reading retardation. If there are such children, how would they be identified and distinguished from those readers regarded simply as generally poor readers; what is the prognosis for such children; and what remediation would be appropriate and helpful?
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Bogdanowicz, Katarzyna M., Grażyna Krasowicz-Kupis, and Katarzyna Wiejak. "In search of effective remediation for students with developmental dyslexia – a review of contemporary English literature." Polish Psychological Bulletin 47, no. 3 (2016): 270–80. http://dx.doi.org/10.1515/ppb-2016-0033.
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Abstract Although developmental dyslexia is frequently diagnosed in Poland, little knowledge of effective treatment for this disorder is available in Polish society. Remedial teachers for many years have applied traditional methods aimed at correction and compensation for affected cognitive functions and academic skills. Otherwise, although western therapies are regularly advertised in the media, their effectiveness has rarely been subject to scientific investigation. Since the assumptions underlying some approaches are not consistent with current understanding of cognitive function, they may attract negative expert appraisal. Unfortunately, it seems that fashion in dyslexia therapy is resistant to rare expressions of criticism from the scientific community. The purpose of this article is to promote awareness about effective treatment for specific reading disorders. Teachers’ greater understanding in this area should help Polish dyslexic children and their parents, who may be confused by offers of misguided therapy and sharp business practise. It is hoped that this article will clarify the situation. In this review of modern English journal articles, focus is on remedial teaching of reading, and more specifically, support for dyslexic students experiencing difficulties in decoding. Here we are concerned only with therapy in alphabetic languages in which individual speech sounds correspond to letters. Analysis of articles from the last six years leads to the conclusion that the most effective therapy for the reading disorder is training in phonological awareness and consolidation of letter-sound knowledge. However, these skills should be practised in the context of reading.
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Nurviyani, Vina. "FOSTERING COLLEGE STUDENT’S CRITICAL READING SKILL THROUGH PADLET APPLICATION." BAHTERA : Jurnal Pendidikan Bahasa dan Sastra 17, no. 1 (2018): 66–73. http://dx.doi.org/10.21009/bahtera.171.5.
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AbstractCritical reading is an essential skill for college students’ success in academic and social engagement. Many students have troubles in reading the required books or references in some courses. Thus, this study aimed to investigate the effectiveness of padlet application as an instructional media in fostering college students’ critical reading skill in higher education. Moreover, the strengths and the weaknesses of the padlet application in teaching critical reading were explored. This study applied action research was conducted in two cycles and involved twenty five college students. It was carried out at a private university in West Java. Moreover, three data collection techniques were applied in this study including reading tests, classroom observations, and questionnaire. The finding shows that by implementing padlet application in fostering college students’ critical reading skill covering questioning, discussing, interpreting, summarizing and synthesizing, in the first cycle, most college students’ critical reading skill achieved much improvement obviously. Sixty percents of all students reached the learning outcomes in critical reaading. Furthermore, in the second one, after carrying out a deep analysis and remedial teaching, eighty percents of them reached the learning outcome in critical reaading. It means that almost all college students’ critical reading skill increased significantly. Thus, the implementation of padlet application in fostering students’ critical reading skill is effective with the result showing significant difference, compared with that of the first cycle.Keywords: action research, critical reading, padlet application.
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Safitri, Baiq Rina Amalia. "THE INFLUENCE OF THE USE OF PICTORIAL MODULE ON THE SUBJECT OF FORCE TO THE STUDENTS LEARNING RESULT IN PHYSICS EDUCATION DEPARTMENT." Lensa : Jurnal Kependidikan Fisika 5, no. 1 (2017): 6. http://dx.doi.org/10.33394/j-lkf.v5i1.120.
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This study aims to improve student physics education learning outcomes in computational physics courses by using a valid and practical drawing module. In the first stage, students are assigned to read and understand the style material contained in the pictorial module. To ensure they read and understand the material, the next session is a quiz. Quiz done through writing. For students who can not answer are given remedial until they can be sure read the existing teaching materials. In the second stage, students are considered to have sufficient stock in understanding the reading material, the students at this stage are no longer assigned to read and understand the material but to practice the material, such as calculating the style. The result of the practice of the students in the first stage, reading and understanding the material contained in the pictorial module, as many as 82.35% or 14 students passed the practice without having to remedial, while the rest as much as 17.65% or 3 new people declared passed after remidial. In the second stage, students are assigned to practice style materials on the pictorial module, 100% complete achievement.
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Nallasamy, Renukha, and Ahmad Zamri Khairani. "Validating Reading Comprehension Assessment Under the GDINA Model." Malaysian Journal of Social Sciences and Humanities (MJSSH) 7, no. 11 (2022): e001877. http://dx.doi.org/10.47405/mjssh.v7i11.1877.
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Cognitive diagnosis models (CDMs) are latent variable models mainly developed to assess students’ specific strengths and weaknesses in a set of skills or attributes within a particular domain. In this study, the reading comprehension assessment is diagnostically designed, constructed, and developed from the very first step. The predetermined attributes or sub-skills are explicitly defined in the construction phase as they should align with the instructional goals. Using R package CDM, the Generalized-DINA model (GDINA) was applied to the reading comprehension assessment. A total of 900 Year 4 primary students from the Eastern District of Pulau Pinang national and vernacular schools sat for this assessment. Through the cognitive analysis, the study is expected to provide detailed diagnostic feedback on students’ strengths and weaknesses in the underlying skills identified in the reading comprehension assessment. Such detailed information can help teachers in classroom teaching, designing remedial courses, and developing material according to the student's needs.
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Mamalampac, Asliah C., Minerva-Saminah M. Naga, Wardah D. Guimba, and Lotis B. Daguisonan. "Learning Gaps and Losses among Elementary Pupils in Lanao Del Sur I: Basis for a Proposed Curriculum Development Plan." International Journal of Research and Innovation in Social Science IX, no. V (2025): 2027–36. https://doi.org/10.47772/ijriss.2025.905000159.
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This study examines the learning gaps and losses in foundational Reading, Writing, and Arithmetic (3Rs) among elementary pupils in Lanao del Sur I, serving as the basis for a proposed curricular development plan. The COVID-19 pandemic exacerbated pre-existing educational challenges, leading to a significant decline in literacy and numeracy skills. Using a mixed-methods research design, data were gathered from 381 pupils and 287 teachers across 54 schools through standardized assessments, surveys, and interviews. The findings reveal that reading comprehension exhibited the most significant learning gap, followed by deficiencies in writing mechanics and arithmetic problem-solving. Contributing factors include socioeconomic disparities, lack of teaching resources, limited access to technology, and insufficient teacher training. The study concludes that without targeted interventions, these gaps will continue to hinder students’ academic progress and overall development. To address these challenges, the proposed curriculum emphasizes intensive teacher training in differentiated instruction and remedial interventions, the integration of culturally relevant materials to enhance student engagement, and the implementation of peer-assisted learning and community-based support systems. Additionally, the study features the need for technology-enhanced instruction to supplement traditional learning approaches and sustainable intervention programs, such as remedial reading and math support, to effectively bridge learning gaps. These evidence-based recommendations aim to improve academic outcomes, promote equity in education, and support the holistic development of learners in the Bangsamoro region. The findings provide valuable insights for educators, policymakers, and community leaders in shaping post-pandemic educational recovery strategies.
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Alnouri, Jawad. "Reflections on the language and music of poetry in the Diwan of the late Mohammad Ahmed Al-Ammad." Hebron University Research Journal (HURJ): B- (Humanities) 16, no. 1 (2021): 247–91. http://dx.doi.org/10.60138/16120219.
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This research covers in a very careful reading the poetry book of (Mr. Mohammad Ahmed Al-Ammad), which was published after being audited and verified by a respected committee composed from number of teachers from the department of Arabic Language, Faculty of Arts, An-Najah National University. We tried in this work to do the correction and remedial work for language and prosodic mistakes which were very huge in number, still the poems were very excellent and valuable, but, these mistakes disfigured its language rhythms. In our correction and remedial work we depended on number of Arabic language dictionaries, our long scientific and practical experiences in teaching language sciences, and on our personal knowledge of the poet himself, his culture, thoughts, and language skills as a poet. Our humble work, the research, intends to place back the poet, the writer, on his respected place, and repaying, and replacing the publisher, An-Njah National University in its cultural, academic right place.
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Bell, Linda May. "Evaluation of the Implementation of Innovation in a Gifted/Enrichment Program." Gifted Education International 4, no. 2 (1986): 120–27. http://dx.doi.org/10.1177/026142948600400212.
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This article focuses on a specific technique for the evaluation of curriculum enrichment programmes. A profile is suggested which enables teachers to examine their philosophy, the quality of resources, teaching strategies and objectives. An extensive bibliography provides an excellent guide to further reading on evaluation and assessment.
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Rahayu, Gupuh. "Teaching English As A Foreign Language: A Portrait Of Primary English Teaching In Kupang." International Research-Based Education Journal 5, no. 2 (2023): 228. http://dx.doi.org/10.17977/um043v5i2p228-239.
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This observational research, which focuses on teacher tactics for teaching English as a Foreign Language to primary school kids, was carried out in two classes at a public primary school. The purpose of this study was to answer the following question: what teaching tactics do the English instructors at this school use? The data were analyzed qualitatively using categories formulated based on theories related to instructional strategies, which include planning and preparing instruction, implementing the teaching and learning process, and assessing students' achievement. The study's primary findings are as follows: 1) Despite the teachers going through the same phases of preparation, the plan is followed and results differ; 2) the teachers can employ games as a learning tool. 3) even though the curriculum demands teachers to integrate the skills (reading, listening, writing, and speaking), in practice, teachers do not teach English in an integrative manner. 4) Time management has become a challenge for teachers at this school. 5) In terms of teacher assessment methodologies, the teachers examine students' success through remedial instruction once a week after the session is ended in areas where students failed to grasp.
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Patterson, Nancy. "Form and Artistry: The Reading/Writing Connection." Voices from the Middle 12, no. 3 (2005): 39. http://dx.doi.org/10.58680/vm20054702.
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The March 2005 issue of Voices from the Middle is a tribute to the life and work of Louise M. Rosenblatt, a pioneer in reading theory and the teaching of literature, who died on February 8, 2005, at age 100. Through her groundbreaking books, Literature as Exploration (1938) and The Reader, the Text, the Poem (1978/1994), and her years as a teacher, researcher, and speaker, Dr. Rosenblatt affected the thinking and teaching of generations of teachers. These pages are filled with stories and perspectives from those who knew her and learned from her, articles from those whose work has been indelibly imprinted with the principles of her theories, and excerpts from Rosenblatt’s own writing over 70 years of publishing. There is even a poignant piece from her son, Jonathan Ratner. A selected bibliography is included to encourage deeper reading.
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Canoy, Desie, and ARLENE LOQUIAS. "Identifying Reading Miscues and Reading Performance in the Oral Reading Verification Test in English: Basis for an Intensive Reading Program." International Journal of English Language Studies 4, no. 4 (2022): 38–46. http://dx.doi.org/10.32996/ijels.2022.4.4.6.
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Reading serves a vital role in achieving quality education. However, it is alarming to note the learners' poor reading performance in national and international assessments, which schools must address. In this study, the pupils' reading performance is looked into through the Oral Reading Verification Test (ORVT). It is a tool that assists in determining the reading strengths and weaknesses. It also helps to identify the pupils struggling with decoding and comprehension fluency. This study aims to determine the pupils' reading performance profile and the common reading miscues in the pupils' ORV pretest and posttest results. The study employed the descriptive method and was conducted at San Isidro Elementary School, Pilar, Bohol, with 200 pupils as participants from Grades IV, V, and VI. The One-Way-ANOVA F-test was used in identifying the significant mean difference in the pupils' ORV pretest and posttest scores of the control group. The pretest results showed that most of the pupils were at the frustration level, meaning they were slow readers and had poor comprehension. The posttest shows an evident improvement in the pupils' reading performance from frustration to instructional levels. This result was verified when it found a significant difference between pupils' Oral Reading Verification pretest and posttest. The pretest also showed several reading miscues, significantly improving during the posttest. Findings also reveal a significant difference in the pupils' performance when grouped according to grade levels. This study recommends that teachers conduct remedial classes in reading for pupils at the frustration level category and encourage them to read more English reading materials. Likewise, peer tutoring initiated by learners at the independent level is encouraged to help those who are slow readers. Teachers should apply different teaching methods and strategies in reading to catch the pupils' attention, boost their confidence, and read fluently with good comprehension.
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Agüero, María Fátima del Valle, and Agustina Francioni. "Synthetic Phonics: A Glimpse on its Effectiveness in Teaching Young Learners to Read in English as a Foreign Language." International Journal of Second and Foreign Language Education 2, no. 2 (2023): 20–42. http://dx.doi.org/10.33422/ijsfle.v2i2.501.
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Developing reading skills from an early age of schooling seems to be of paramount importance for acquiring proper literacy. As reading proves to be a complex skill to learn, the spotlight has been put on different approaches that teach young learners to read, especially in English-speaking countries. One of these approaches is Synthetic Phonics, which seems to be the most beneficial program in reading instruction. However, little research has been carried out in terms of its effectiveness to teach to read in English as a Foreign Language (EFL). This paper examines the benefits of implementing synthetic phonics in teaching learners of EFL to read. The main purpose of this investigation is to assess the effectiveness of this approach in teaching EFL learners to read in English, improving reading skills such as fluency and accuracy. For this purpose, 11 students attending Year 1 in a non-denominational co-ed bilingual school in the city of Hurlingham participated in this qualitative study. This group of students took part in a screening check to identify the sounds that were not being correctly decoded. Six remedial sessions were carried out in order to work on these specific sounds and students were tested again. Findings indicate that synthetic phonics was beneficial and, as a result, the students showed a significant increase in accuracy when decoding. The conclusion reached supports the implementation of this programme in EFL reading instruction.
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Filatov, Vitaly O., and Anastasia A. Nozhnina. "ORGANIZATION OF PSYCHOLOGICAL AND PEDAGOGICAL CORRECTION OF THE COGNITIVE SPHERE OF A PRESCHOOLER WITH GENERAL SPEECH UNDERDEVELOPMENT IN A CHILDREN’S LEISURE CENTER." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 10/4, no. 130 (2022): 134–38. http://dx.doi.org/10.36871/ek.up.p.r.2022.10.04.019.
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The article deals with the issue of the interrelationships of the general underdevelopment of speech in older preschool children and the peculiarities of the development of their cognitive sphere; substantiates the need for remedial classes as a purposeful preparation for school. The article describes the method of teaching reading to older preschoolers with general speech underdevelopment through the formation and development of letter gnosis. The analysis of statistical data presented in the article before and after correctional classes with preschoolers who have a general underdevelopment of speech of the IV level proves the effectiveness of the described methods of work of the speech therapist and the program as a whole.
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Harti, Laily Maulida Septiana Harti, Ayunita Leliana, and Silvy Chintia Adelia Adelia. "Novel Writer’s Voice in Critical Annotated Bibliography." JET ADI BUANA 7, no. 01 (2022): 57–68. http://dx.doi.org/10.36456/jet.v7.n01.2022.5426.
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Undergraduate students are required to think critically and put it into their writings and research. However, it is challenging for the students to do so, since they might encounter plagiarism issues, as they try to make use of their own voice. This study, carrying out a research and development design with a research subject of 77 students who programmed the Reading for Research course, aimed to produce educational products in the form of learning materials that can help them during their critical annotated bibliography composition. Data were collected in three stages using interview guidelines and inquiry journals in the preliminary research stage, observation sheet of validation form in the model development stage, and observation sheet in the form of field notes in the model trial stage. In the preliminary field testing of the use of the tutorials in the learning materials for Reading for Research class, it is found that writing Critical Annotated Bibliography while still including their voices as writers became easier for students. This is because the instructions used in the teaching materials that the writing team compiled are very explicit, so students can easily follow and execute the instructions in writing.