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Journal articles on the topic 'Reading Remedial teaching'
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1
Lu, Yisong. "Study on Integrating Diagnostic Assessment into College English Reading Teaching Practice." International Journal of Education and Humanities 7, no. 2 (February 28, 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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Brown, Donna M. "Fundamentals of Literature: Teaching High School Students with Special Needs." English Journal 92, no. 4 (March 1, 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 (June 26, 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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Simm, T. "The Long‐term Results of Remedial Teaching of Reading." Educational Psychology in Practice 1, no. 4 (January 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 (March 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 (February 20, 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 (May 18, 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 (August 31, 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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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 (February 25, 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 (August 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 (November 2010): 1193–201. http://dx.doi.org/10.1016/j.compedu.2010.05.016.
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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 (March 8, 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 (October 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 (December 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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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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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 (January 1998): 309–32. http://dx.doi.org/10.3102/00028312035002309.
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Petricig, Michael. "Combining Individualized Instruction with the Traditional Lecture Method in a College Algebra Course." Mathematics Teacher 81, no. 5 (May 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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Hempenstall, Kerry. "Teaching reading through Direct Instruction: A role for educational psychologists?" Educational and Developmental Psychologist 37, no. 2 (June 23, 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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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 (September 3, 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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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 (October 2, 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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Dowdney, Linda. "Introduction." Child Psychology and Psychiatry Review 3, no. 1 (February 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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Nurviyani, Vina. "FOSTERING COLLEGE STUDENT’S CRITICAL READING SKILL THROUGH PADLET APPLICATION." BAHTERA : Jurnal Pendidikan Bahasa dan Sastra 17, no. 1 (January 31, 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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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 (September 1, 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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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 (June 17, 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 (November 30, 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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Rahayu, Gupuh. "Teaching English As A Foreign Language: A Portrait Of Primary English Teaching In Kupang." International Research-Based Education Journal 5, no. 2 (June 24, 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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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 (November 20, 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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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 (July 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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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 (December 5, 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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Churches, Melinda, Mervyn Skuy, and J. P. Das. "Identification and Remediation of Reading Difficulties Based on Successive Processing Deficits and Delay in General Reading." Psychological Reports 91, no. 3 (December 2002): 813–24. http://dx.doi.org/10.2466/pr0.2002.91.3.813.
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Widespread learning problems among South African children are associated with the apartheid era and show a need for effective reading programs. In selecting these programs, it is useful to differentiate between children with dyslexia and children whose reading is poor because teaching was inadequate. In this study, the Woodcock Tests of Reading Mastery-Revised and tests modelled on the Cognitive Assessment System were used to define a group of children with deficits in successive processing associated with dyslexia and a group of children with general reading delay. There were two girls and five boys in each group. For the children with successive processing deficit, the mean age was 9 yr., 8 mo. For the other group, mean age was 9 yr., 3 mo. Control groups were matched for age and sex and kind of reading difficulty. The first group received Das's PASS Reading Enhancement Program, and the second participated in a remedial program based on Whole Language principles. The treatment groups received 24 1-hr. long sessions. Gains in successive processing were shown for the first group, as measured by the tests modelled on Cognitive Assessment System subtests but not for the second group. Both groups showed gains in phonics and word identification, relative to their respective control groups, suggesting the respective intervention program was effective for each group.
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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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Wahab, Norwaliza Abdul, Ridzuan Jaafar, Ramlee Mustapha, Arasinah Kamis, and Norhayati Mohd Affandi. "The Effectiveness of Likes Method in Improving Reading Skills of Orang Asli Students." Asian Social Science 13, no. 6 (May 30, 2017): 74. http://dx.doi.org/10.5539/ass.v13n6p74.
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This study aims to examine the effectiveness of the LIKES method in teaching KVKV (consonant, vowel, consonant, vowel) syllables in bahasa Melayu (Malay language) among Orang Asli students in primary schools. This research was conducted in two Orang Asli schools consisting of pupils aged 8 to 10 years as the subjects of the study. Quasi-experimental methods were used to determine the effectiveness of the LIKES method. Assessments were carried out for eight weeks including diagnostic tests as well as pre and post tests. The results showed significant differences in the reading skills of the control group (CG) and experimental group (EG). The study found that the reading skills according to gender was not a significant. Results from the observations showed the Orang Asli students are more focused and enjoyed to learn while using LIKES method in class. The findings clearly show that the LIKES method are suitable to be given to Orang Asli students, or students in remedial classes to improve the skills of reading especially KVKV syllables in bahasa Melayu.
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Azam, Azmi. "Teaching Grammar and Vocabulary." JOURNAL OF ADVANCES IN LINGUISTICS 2, no. 1 (February 8, 2014): 61–79. http://dx.doi.org/10.24297/jal.v2i1.2009.
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The teaching of grammar and vocabulary is a complex but crucial process in the course of an educationaland epistemological programmeforlearning any language, especially English. It is all mandatory fora teacher of English to teach vocabulary and grammar so that the learner can develop the four basic skills of learning a language. In every teaching strategy, a method followed by a theory, objectives determination (general and specific), syllabus designing, curriculum scheduling, checklist assembling, material selecting, and lesson planning are marked as the mandatory steps to be taken by a teacher of English. In case of methods, generally four types of method i.e. Grammar Translation method, Directmethod, Audio-lingual method and Communicative Language Teaching method can be specified. Further, in case of teaching vocabulary, diverse methods particularly- keyword method, word map,restructuring reading materials, root analysis and so on can also be marked as necessary. While we come across syllabus designing, we find: Grammatical syllabus, Structural syllabus, Situational syllabus and Notional-functional syllabus. In case of materials we have textbooks, workbooks, reference books, teachers manual, supplementary materials, remedial materials and so on. After selection of materials, the selection of gradation comes including linear and cyclic gradation. The checklist is a kind of manual or work-plan provided by the teacher to the students. As a whole, the checklist includes daily programme of topics selected in specific to be taught in a lecture or several lectures whereas a lesson plan is a detail discussion of the topic with the division of time scheduling for each and every class.
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Naik, H. Sathish, and S. Padmamma. "Use of Libraries for Accessing the E-Resources by the Faculty Members of the Medical Colleges of the Deemed Universities in Karnataka." Asian Journal of Information Science and Technology 9, no. 1 (February 5, 2019): 135–40. http://dx.doi.org/10.51983/ajist-2019.9.1.234.
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The present study examines the existence of various e-resources and their use in Medical colleges of Deemed University Libraries in Karnataka. For this study the researcher has adopted questionnaire method and the collected data is analysed by simple statistics and is presented in tables consisting of frequencies and percentages. The Study also highlights the preference and importance of e-resources among the faculty members. Besides, it aims to highlights the problems encountered while using the e-resource and suggest some remedial measures for its improvements. It is observed from the study that class room/teaching work is the prime purpose of using e-resources, followed by curriculum design and reading/writing research paper.
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Forest, J. C., F. Rousseau, R. Carrier, P. Hivon, and M. Gosselin. "Quality-control scheme for blood glucose measured outside the laboratory." Clinical Chemistry 33, no. 7 (July 1, 1987): 1233–35. http://dx.doi.org/10.1093/clinchem/33.7.1233.
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Abstract We propose a quality-control (QC) scheme to evaluate the performance of blood glucose estimates made with a reflectometer in hospital wards or at home. We constructed a chart illustrating the comparison by regression analysis of the results of 254 reflectometer readings (y) and simultaneous capillary blood glucose analyses in the laboratory (x). Arbitrary acceptance limits around the regression line (y = 0.5 + 0.87x; r = 0.97, Sy/x = 0.8 mmol/L) were established, based on the mean +/- 2 SD of the reflectometer readings of a series of classes of 1.1 mmol/L interval, made with the results from the laboratory analyzer. Each ward using a reflectometer is provided with the QC chart, and the first blood glucose estimation with the reflectometer on each working shift is controlled by re-assay in the laboratory. If the reflectometer reading is outside the limits, the next glucose estimation is also re-assayed. If two consecutive readings are outside the limits, the reflectometer procedure is considered to be failing, the instrument's readings are not used for medical decisions, and remedial action is taken. The chart can also be used as a teaching tool for training the patients or the nurses and to evaluate individual performance.
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Mitra, Oki, Ainil Khuryati, Darsi Darsi, Nurul Alamin, and Yaumi Fauziah. "Tatbiq Tariqotut Tadris At-Taqwimi Litarqiyati Maharoti Qiroah Tullabis Shoffi Al-Tsamin Fil Madrosah Al-Tsanawiyah Al-Islamiyyah Tanah Kampung." Al-Tadris: Jurnal Pendidikan Bahasa Arab 11, no. 2 (January 9, 2024): 379–409. http://dx.doi.org/10.21274/tadris.2023.11.2.379-409.
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ملخص
تعتبر مادة اللغة العربية من المواد التي تعتبر صعبة على الطلاب، بحيث أنه في عملية التعليم والتعلم، وخاصة المواد العربية، لا يزال هناك بعض الطلاب الذين يعانون من صعوبات في التعلم يمكن تحقيقها. التعلم العلاجي هو نشاط تعليمي وتعلم يهدف إلى تحسين الإنجاز المتوقع. لذا يهدف هذا البحث إلى تطبيق طريقة التدريس التقويمي لترقية مهارة قراءة طلاب الصف الثامن في مدرسة الثانوية الإسلامية تانه كمبونغ. يستخدم هذا البحث أساليب البحث المختلطة، وهي خطوة بحثية تجمع بين شكلين من مناهج البحث، وهما النوعية والكمية. تشمل تقنيات جمع البيانات المقابلات والملاحظة والاختبارات والوثائق. بينما تشمل خطوات تحليل البيانات ما يلي: (1) تصفية البيانات، (2) تصنيف البيانات، (3) ربط البيانات، و(4) استخلاص النتائج. وتشير نتائج هذه الدراسة إلى أن تطبيق التعلم العلاجي مع نتائج تقييم البيانات التي تم الحصول عليها في الحلقة الأولى، بلغت نسبة الطلاب الذين حصلوا على مهارات قراءة جيدة 35%. وبلغ متوسط القيمة في الدورة الثانية 82% أي بزيادة قدرها 23% نقطة مقارنة بالقيمة في الدورة الأولى وهي 59%. وفي الوقت نفسه، ارتفعت درجات القدرة على القراءة لدى الطلاب من الدورة الأولى بنسبة 59%، ثم في نهاية الدورة الثانية أصبحت 82%. وقيل إن هذا البحث ناجح لأنه حقق معايير نجاح البحث بنسبة 70% وحصل الطلاب على نسبة إنجاز قدرها 82%، بحيث كان البحث كافيا حتى الدورة الثانية.
الكلمات الرئيسية: علاج طريقة التعلم، والقدرة على القراءة.
Abstracts
.Arabic language subjects are one of the subjects that are considered difficult for students, so that in the teaching and learning process, especially Arabic language subjects, there are still some students who experience difficulties in learning. It turns out that difficulties in learning cause students to be incomplete in learning so that success in learning is not can be achieved. Remedial learning is a teaching and learning activity that is remedial towards the expected achievement. So, this research aims to apply remedial learning methods to improve the reading skills of class VIII students at MTsS Tanah Kampung. This research uses mixed methods research, which is a research step that combines two forms of research approaches, namely qualitative and quantitative. Data collection techniques include interviews, observations, tests, and documentation. Meanwhile, the data analysis steps include: (1) data filtering, (2) data categorization, (3) connecting data to each other, and (4) drawing conclusions. The results of this research indicate that the implementation of remedial learning with the results of data evaluation obtained in cycle I, the percentage of students who obtained good reading ability scores was 35%. The average value in cycle II was 82% or an increase of 23% points from the value in cycle I, which was 59%. Meanwhile, students' reading ability scores increased from cycle I by 59%, then at the end of cycle II to 82%. This research was said to be successful because it met the criteria for research success, namely 70% and students received an achievement percentage of 82%, so the research was sufficient until cycle II.
Keywords: Remedy learning method, reading ability.
Abstrak
Mata pelajaran bahasa Arab merupakan salah satu mata pelajaran yang dianggap sulit bagi siswa, sehingga dalam proses belajar mengajar khususnya mata pelajaran bahasa Arab masih ada beberapa siswa yang mengalami kesulitan dalam belajar, ternyata adanya kesulitan dalam belajar menyebabkan ketidaktuntasan siswa dalam belajar sehingga keberhasilan dalam pembelajaran tidak dapat tercapai. Pembelajaran remedial merupakan suatu kegaiatan belajar mengajar yang bersifat memeperbaiki kearah pencapaian yang diharapkan. Maka, penelitian ini bertujuan untuk menerapkan metode pembelajaran remedial untuk meningkatkan kemampuan membaca siswa kelas VIII di MTsS Tanah Kampung. Penelitian ini menggunakan penelitian mix methods, yaitu suatu langkah penelitian yang menggabungkan dua bentuk pendekatan dalam penelitian, yaitu kualitatif dan kuantitatif. Teknik pengumpulan data meliputi wawancara, observasi, tes, dan dokumentasi. Sedangkan langkah-langkah analisis data meliputi: (1) penyaringan data, (2) kategorisasi data, (3) saling menghubungkan data, dan (4) penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa penerapan pembelajaran remedial dengan hasil evaluasi data yang diperoleh pada siklus I presentase peserta didik yang memperoleh nilai kemampuan membaca baik sebesar 35 %. Adapun rata-rata nilai pada siklus ke II sebesar 82% atau terjadi peningkatan sebesar 23% point dari pada nilai siklus I yaitu 59%. Sedangkan skor kemampuan membaca peserta didik mengalami peningkatan dari siklus I sebesar 59 %, kemudian pada akhir siklus ke-II menjadi 82 %. Penelitian ini dikatakan berhasil karena telah memenuhi kriteria keberhasilan penelitian yaitu 70 % dan peserta didik mendapat presentase pencapaian sebesar 82 %, sehingga penelitian dicukupkan sampai siklus II.
Kata Kunci: Metode pembelajaran remdial, kemampuan membaca
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Suratnu, Roslina. "THE ADOPTION OF THE ADDIE MODEL IN DESIGNING AN INSTRUCTIONAL MODULE: THE CASE OF MALAY LANGUAGE REMOVE STUDENTS." IJIET (International Journal of Indonesian Education and Teaching) 7, no. 2 (July 12, 2023): 262–70. http://dx.doi.org/10.24071/ijiet.v7i2.3521.
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This study aims to examine the process involved in designing an instructional module based on the ADDIE model which was developed by Dick Carey (1996). An instructional module is one of the main tools in the teaching and learning (TL) process of a subject. Therefore, the design of modules needs to be based on an instructional model that details the phases of the process carefully and systematically. Thus, this study explores the use of the ADDIE model in designing an instructional module for the subject of the Malay language at the remedial level. The ADDIE model consists of five phases: namely analysis, design, development, implementation, and evaluation. The use of the ADDIE model in designing the instructional module has helped in meeting the objectives of teaching and learning as the model uses a systematic approach that fulfills the needs of students. It is hoped that this module can help improve the mastery of basic reading and writing skills for students.
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Kochiyama, Arisa. "USING PICTURE BOOKS TO ENHANCE MOTIVATION AND LANGUAGE LEARNING OF REMEDIAL EFL LEARNERS." Indonesian EFL Journal 1, no. 1 (September 12, 2017): 10. http://dx.doi.org/10.25134/ieflj.v1i1.608.
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According to studies done by the Japanese Ministry of Education, Culture, Sports, Science and Technology, many secondary schools across the nation aren�t adequately preparing students to excel at college. Universities are stepping in to fill the gap by offering remedial college courses in subjects such as Japanese and English. The purpose of the present study is to explore how an EFL class for college freshmen can help the students develop the critical thinking skills as well as language skills such as pronunciation, vocabulary and grammar necessary to read at the college level.Picture books are often overlooked by adult ESL/EFL instructors as many of them feel uncomfortable reading books designed for children. However, if chosen with consideration for the interests of the students and used in ways that are appropriate for adult learners, picture books can provide valuable opportunities of language-rich experiences and interactions. In fact a number of studies in Western cultures have shown that picture books provide a wealth of possibilities for teaching English topics as well as various vocabulary sets such as family, food, clothes, and so on. They can also motivate learners to read more and learn more as the students are more likely to find reading a manageable challenge.Given these functions of picture books, the main objectives of the study are (1) to discuss the merits of using picture books in remedial English classes from the viewpoint of English language learning, (2) to investigate the effect of using picture books on the learners� motivation and emotional development, and (3) to give a report about the students� reactions towards an adoption of a picture book in an EFL class.Keywords: intercultural communication, English as a second language, EFL classroom, language and gender, children�s literature in EFL learning
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Kibby, Michael W. "Teaching Sight Vocabulary with and without Context before Silent Reading: A Field Test of the “Focus of Attention” Hypothesis." Journal of Reading Behavior 21, no. 3 (September 1989): 261–78. http://dx.doi.org/10.1080/10862968909547676.
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This study examines the role of written context and word meaning-emphasis procedures in teaching children sight vocabulary. It serves as a field test of Samuels' (LaBerge & Samuels, 1974; Samuels, 1967; Singer, Samuels, & Spiroff, 1973–74) “focus of attention” hypothesis. This hypothesis argues that introducing sight vocabulary in the presence of written context or pictures distracts learners, and precludes their focusing all of their attention on the important visual or graphic characteristics of the word. This position is in conflict with the traditional, context approach to teaching sight vocabulary, which advocates presenting the words in the context of a written sentence, discussing the word's meaning, or presenting the word in association with a picture. Previous research in this area is limited by such factors as presenting words printed in artificial alphabets; not teaching words, but simply exposing and pronouncing them; and isolated word instruction not followed by meaningful, silent reading. In the present study, 16 disabled readers were taught sight words by one of two methods: context, which emphasized context, meaning, usage, and the visual characteristics of the words; and minimal-context, which emphasized only the visual characteristics. Each subject was taught 80 words during 4 weeks of individual remedial instruction. Using number of words learned or retained per minute of instruction as the dependent variable, children in the minimal-context method learned at twice the rate, though there was no significant difference between the two groups in actual number of words learned or retained. It was concluded from this field study, that sight vocabulary teaching procedures that emphasize context, meaning and usage do not facilitate learning sight vocabulary. The findings are interpreted as supporting Samuels' “focus of attention” hypothesis.
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Jamian, Abdul Rasid, and Rashidah Baharom. "The Application of Teaching Aids and School Supportive Factors in Learning Reading Skill among the Remedial Students in Under Enrolment Schools." Procedia - Social and Behavioral Sciences 35 (2012): 187–94. http://dx.doi.org/10.1016/j.sbspro.2012.02.078.
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Manurung, Florentina Br, Monalisa Frince S, and Renita Br Saragih. "Analisis RPP Kurikulum 2013 Dengan Modul Ajar Kurikulum Merdeka Belajar Mata Pelajaran Bahasa Dan Sastra Indonesia Kelas VII Di SMP Adhyaksa Medan." JKIP Jurnal Kajian Ilmu Pendidikan 4, no. 2 (May 21, 2024): 462–80. http://dx.doi.org/10.55583/jkip.v4i2.882.
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This research aims to provide data descriptions regarding the differences in content between the 2013 Curriculum RPP and the Independent Learning Curriculum Teaching Module for Class VII Indonesian Language and Literature Subjects at Adhyaksa Middle School Medan. This type of research is qualitative descriptive research. This approach is carried out by analyzing the words or text contained in the object to be studied. After analyzing the 2013 curriculum lesson plan and the independent curriculum teaching module, differences between the two were obtained. These differences cover several aspects, including identity, initial components, profile of Pancasila students, facilities and infrastructure, target students, learning models, assessments, meaningful understanding, trigger questions, enrichment and remedial, reading materials for educators and students, glossaries and lists. References. The Merdeka Curriculum Teaching Module emphasizes recognition of the intellectual contribution of learning material compilers, transparency, recognition of changes in learning approaches, deepening students' understanding, and active involvement of students in the learning process. These changes are based on government policies that face the latest educational challenges, such as adaptation during the COVID-19 pandemic and adjustment to updated competency standards. These differences indicate an evolution in approaches and priorities in preparing learning materials, as well as efforts to improve the overall quality of education.
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Raja, Muhammad Sabboor Hussain, Abdus Salam A. Rehman Qureshi, and Khaled Besher Albesher. "Application of Cooperative Learning Strategies (CLS) for Students’ Focused Teaching (SFT) in EFL Class: An Experimental Study in the Summer Remedial Course for Adult Learners." Journal of Language Teaching and Research 8, no. 2 (March 1, 2017): 237. http://dx.doi.org/10.17507/jltr.0802.05.
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Cooperative Learning Strategies (CLS) for Students Focused Teaching (SFT), known as 'students-centered learning' (SCL), is the acknowledged pedagogical strategy. This research article is based on an experiment in an EFL class and analyses various fundamental aspects of CLS concentrating on the classroom barriers, diagnosis of students' linguistic problems and the results of the adopted strategies. During eight weeks of teaching instructions, three tests of integrated Reading and Writing skills were conducted in Level-3/4 classes in Preparatory Years Program with intervals. The students were given treatment through two different methodologies viz., Cooperative Learning Strategy and Traditional Learning Strategy (TLS) in two different groups. It was hypothesized that CLS would motivate them to participate in the classroom activities. Major research findings are that to achieve teaching objectives successfully, motivated and trained teachers are required to handle the students who do not cooperate in the CLS implementation process. The study also found out other pedagogical problems in the process of implementation by comparing CLS and TLS. The comparative analysis of the experimental and the controlled groups revealed that there was no significant impact of CLS on adult EFL learners. The study discusses the factors for the lack of CLS impact on the EFL learners and gives recommendations.
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Hong, Jhao-Nan, and James H. Yang. "Developing a Pronunciation Computer Program for the Acquisition of English Phonemes and Word Stress." Research in Language 15, no. 4 (December 30, 2017): 325–52. http://dx.doi.org/10.1515/rela-2017-0019.
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This study devised a pronunciation computer program to examine whether mobile-assisted language learning (MALL) could facilitate college students’ acquisition of English phonemes and word stress. Thirty-eight participants enrolled in the remedial English class offered at the language center of a national technological university in central Taiwan. Before the class, they were asked to read a word list. In the following six weeks, they were taught to distinguish and articulate English phonemes and to predict word stress locations using the designed computer program. They were also instructed to review the learning materials using the smart-phone version of the devised program. After the teaching session, each participant was asked again to read the same word list and fill out an assessment questionnaire. The sound analyses show that their readings of English minimal pairs and word stress placement were more accurate than their performances before the instruction. Their responses to the questionnaire indicate that both the given instruction and the designed computer program were satisfactory. In the open-ended questions, some of them said that they have built up a better understanding of phonemes and word stress, and that they would try to predict polysyllabic word stress when reading English articles. The present findings can be further applied to research on MALL-based English pronunciation acquisition.
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Aldaihani, Hussein A., Mohammad A. Almutairi, Abdulrahman H. Alqahtani, and Habib S. Alshammari. "Kuwaiti EFL Students’ Perceptions of the Effectiveness of the Remedial English Course 099 at the College of Technological Studies." Studies in English Language Teaching 8, no. 1 (December 19, 2019): p1. http://dx.doi.org/10.22158/selt.v8n1p1.
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The study aims to evaluate the English remedial course 099 taught in the College of Technological Studies (PAAET) as part of the English program which disseminates English Language Skills to EFL students studying at this college. This study is expected to provide sufficient information to policymakers and educators involved with this program at all levels, with the intention to help them evaluate this course and make useful decisions to improve English Language Teaching in order to combat the deficiency in the English language suffered by college students in Kuwait. A number of 155 students participated in a questionnaire of 15 statements divided into four areas: reading, grammar, writing, and speaking skills. The findings of the study showed that most EFL students benefited from the English course 099, and their language skills were improved. However, there were some drawbacks and weaknesses of the program in terms of learners’ assessments and follow up. The significance of the study arises from the fact that it would enable decision-makers and course evaluators to pinpoint the strengths and weaknesses of the course and hence find ways to improve it.
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Saidin, Nur Faizahton, and Nur Azimah Mohd Bukhari. "FAKTOR KECICIRAN MURID-MURID PROGRAM PEMULIHAN KHAS SEKOLAH RENDAH DI MALAYSIA." Jurnal Pengajian Melayu 34, no. 1 (April 19, 2023): 26–48. http://dx.doi.org/10.22452/jomas.vol34no1.2.
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The Ministry of Education Malaysia (MOE) has discovered that pupils were falling behind in Malay language literacy and sought to remedy the situation through the implementation of specific measures. This concept paper aims to identify factors that can contribute to that phenomenon among pupils under the “Program Pemulihan Khas” (Special Recovery Programme). Some factors were the impact of the COVID-19 pandemic, poor reading skills and the lack of appropriate usage of “Bahan Bantu Mengajar” (BBM) (teaching aids). Subsequently, the paper elucidates measures executed by various parties, like teachers, schools, MOE and the authorities, to overcome the phenomenon. For instance, the provision of guidance by teachers, the introduction of remedial education programmes and the utilisation of BBMs were employed to sustain the pupils. In conclusion, continuous effort and commitment from all parties are required to propel the education sector in line with globalisation. This study is expected to catalyse deeper research to bridge the educational gap in Malaysia. An examination of the implications of poor literacy on society and the country can be conducted for further research.
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Putri, Yuris Ahmadi Utomo, and Wiwin Hendriani. "MULTISENSORY METHODS AS TEACHERS' EFFORTS IN DEALING WITH DYSLEXIC CHILDREN IN ELEMENTARY SCHOOL: LITERATURE REVIEW." Psychosophia: Journal of Psychology, Religion, and Humanity 6, no. 1 (April 30, 2024): 32–44. http://dx.doi.org/10.32923/psc.v6i1.3656.
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Dyslexic children of primary school age feel unable to keep up with learning, because they have different ways to learn. Teachers in school need to strategize a method for dyslexic children can follow the lesson well. This study aims to determine the efforts of teachers in dealing the dyslexic children with multisensory methods in elementary school. The research method used is integrative literature review with a five-stage framework, namely problem identification, literature search, data evaluation, data analysis, and presentation of findings. The electronic databases used are Sinta, ResearchGate, Google Scholar, Garuda, and Rama Repository, producing amount 38,649 articles over the past 10 years. Using search keywords, 7 journals were identified as meeting the inclusion criteria using the CASP (Critical Appraisal Skill Program) instrument. The result of this literature review is that multisensory methods are proven to improve the reading ability and learning quality of dyslexic children. Children experience an improvement in their ability to recognize words accurately although not significantly. Teachers need to provide remedial to overcome the difficulties and learning barriers they experience at school, and discuss with parents in order to children get a balanced teaching method between home and school.
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Ndou, Nettie N., and Segun Emmanuel Adewoye. "Challenges of Learning in Second Language among South African School Learners with Developmental Language Disorder." Theory and Practice of Second Language Acquisition 10, no. 1 (March 29, 2024): 1–17. http://dx.doi.org/10.31261/tapsla.13581.
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Language in education plays a critical role in effective teaching and learning worldwide. This study aimed to explore the challenges of learning in a second language among secondary school learners with developmental language disorder (DLD). The study also unveils strategies used by professionals to support learners and learners’ attitudes towards support. The study participants were learners (n = 12), teachers (n = 5), a speech Language therapist, and an educational psychologist. A qualitative research approach was utilised employing a case study as the research design. Data generation sources included non-participatory observations, interviews, and focus group discussions. Data was analysed using thematic analysis. Findings indicated that learning in a second language as the medium of instruction posed challenges for learners with DLD. They struggled with comprehension, reading, and word recognition of learning content. Teachers indicated that they used strategies such as remedial lessons and giving learners more reading material to enhance their vocabulary and narrative skills. They also referred learners to other professionals for further assistance. Parental involvement is also encouraged in support of learners. However, one of the factors limiting learners’ support is learners’ attitudes. Learners’ attitudes towards support may be attributed to limited awareness of DLD. Hence, there is a need to raise awareness of DLD among the learners. An in-depth course on special education in secondary teacher training programmes is necessary to further equip teachers with strategies to enhance inclusive classrooms. The promotion of local languages as a medium of instruction must be highly prioritised, even at a secondary level of education.
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Tarigan, Karisma Erikson, Meikardo Samuel Prayuda, Margaret Stevani, and Sumarlin Mangandar Marianus. "Metode Distributed Practice Pada Phonic Dan Vocabulary Bagi Siswa Usia Dini Di Kecamatan Barus Jahe Tanah Karo." Jurnal Pemberdayaan Sosial dan Teknologi Masyarakat 2, no. 2 (February 16, 2023): 150. http://dx.doi.org/10.54314/jpstm.v2i2.1149.
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Abstract:Matching phonemes (speech sounds) to graphemes (letters and letter combinations) was an important aspect of decoding (translating print to speech) and encoding (translating speech to print). However, most early childhood students did not receive explicit training in correspondence phonemography. Difficulties with accurate phoneme production and lack of understanding of sound symbol correspondences could make it difficult for students to: (1) identify pronunciation errors in general assessments and (2) provide a model of teaching English reading or provide remedial reading instructions. This community service examined the application of the distributed practice method in developing knowledge and phoneme-grapheme correspondence skills for early students. The sample of this study was 35 students aged 7-13 years in the village of semangat barusjahe tanah karo, North Sumatra. The test design consisting of pre-test and post-test was used to compare mass practice conditions (one 60 minute session) with conditionally distributed practice (four 15 minute sessions distributed over 4 weeks) to learn phonemes related to letters and letter combinations. The result of this community service was that students could improve their vocabulary and phonics skills orally and in writing by using English learning. Keyword : distributed practice; phonics and vocabulary; early childhood students Abstrak:Pencocokan fonem (bunyi ucapan) dengan grafem (huruf dan kombinasi huruf) adalah aspek penting dari decoding (menerjemahkan cetak ke ucapan) dan encoding (menerjemahkan ucapan untuk dicetak). Namun, siswa usia dini kebanyakan tidak menerima pelatihan eksplisit dalam fonemografi korespondensi. Kesulitan dengan produksi fonem yang akurat dan kurangnya pemahaman korespondensi simbol bunyi dapat menyulitkan siswa untuk: (1) mengidentifikasi kesalahan pengucapan pada penilaian umum dan (2) memberikan model pengajaran membaca bahasa Inggris. atau memberikan instruksi membaca remedial. Pengabdian kepada masyarakat ini meneliti penerapan metode distributed practice dalam pengembangan pengetahuan dan keterampilan korespondensi fonem-grafeme siswa usia dini. Sampel penelitian ini ialah 35 siswa pelajar usia 7-13 tahun di desa semangat barusjahe tanah karo, Sumatera Utara. Desain tes terdiri dari pre-test dan post-test digunakan untuk membandingkan kondisi latihan massal (satu sesi berdurasi 60 menit) dengan latihan terdistribusi kondisi (empat sesi berdurasi 15 menit yang didistribusikan selama 4 minggu) untuk belajar fonem terkait dengan huruf dan kombinasi huruf. Hasil pengabdian ini ialah siswa dapat meningkatkan keterampilan kosakata dan fonik secara lisan dan tulisan dengan menggunakan pembelajaran bahasa Inggris. Kata Kunci : distributed practice; phonic dan vocabulary; siswa usia dini
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Bolsunovskaya, L. M., and I. E. Rymanova. "Academic Writing: Difficulties and Possible Solutions for Engineering Students." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 10 (October 15, 2020): 77–85. http://dx.doi.org/10.31992/0869-3617-2020-29-10-77-85.
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Academic writing is considered to be the most challenging and difficult skill in terms of English as a Second Language. This study critically explores the obstacles in academic writing faced by students at Tomsk Polytechnic University, Russia. To investigate, a comprehensive questionnaire has been floated among professional teachers to get their expert opinions (about students’ obstacles in writing) in order to identify some problems and form effective remedial strategies eventually. This paper focuses on the two significant aspects of academic writing, namely language skills (LS) (Grammar etc.) and writing skills (WS) (writing itself as a skill). Equally relevant to the issue are organization, coherence, and connectivity. The authors claim that Russian learners have poor learning background in writing skills due to the lack of balanced syllabus and teaching technologies. Aside from this, only determining problems is not sufficient to take students out of writing phobia. Furthermore, it is necessary to point out the fact that poor reading skills also lead to this kind of disappointment. Most of Russian learners do not know how to initiate their composition (essays). This paper will prove to be an academic contribution to improve the writing skills among ESL/EFL Russian learners in general and students of Tomsk Polytechnic University in particular. The presented analysis should also be of interest to researchers in other countries (universities) in which the field of academic writing is emerging.