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English Majorship > Remedial Instruction > Flashcards

Remedial Instruction Flashcards

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Proverbs and Idioms flashcards
1
Q

Characteristics of Remedial Instruction

A
  • intended as a remedy
  • designed to assist students in order to achieve expected competencies in literacy and numeracy
  • concerned with the correction of faulty study habits and the raising of pupils general competence
  • helps students address language skills deficits — acquire self-confidence and self-help strategies
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2
Q
  • Competency Education
  • Developmental Education
  • Preparatory Education
  • Academic Upgrading
  • Basic Skills Education
A

Remedial Instruction

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3
Q

Guidelines of Remedial Instruction

A
  • instruction is Systematic
  • Intensive Instruction (based on needs)
  • no substitute for ongoing documentation and monitoring of learning
  • Teachers must know the instructional objectives
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4
Q

School-based remedial sessions tend to involve 3-10 learners, and typically last between 30-50 minutes

A

True

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5
Q

Factors to be Considered in Remedial Instruction: (CIA)

A
  • Curriculum
  • Instructions
  • Assessment
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6
Q
  • Acquired Dyslexia
  • Aphasia
  • Jargon Aphasia
  • Anomia
  • Visual Agnosia
A

Language Deficiency

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7
Q

Dyslexia (reading difficulty) that develops due to traumatic brain injury, stroke, or dementia; also called ‘alexia’

A

Acquired Dyslexia

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8
Q

Speech production and comprehension; many people have it as a result of STROKE

A

Aphasia

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9
Q

Individual speech is comprehensible but appears to make sense to the individual (cannot understand by other people)

A

Jargon Aphasia

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10
Q

Lexical retrieval impairment; early stages of Alzheimer’s disease — Tip of the Tongue (TOT) phenomenon

A

Anomia

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11
Q

Cannot recognize objects

A

Visual Agnosia

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12
Q

They must be completed exactly as designed ex. Skills or standards

A

Non-negotiable

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13
Q

The teacher has some latitude in how to carry out those steps

ex. Pacing, teaching strategies, methodology

A

Negotiable

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14
Q
  • Sound Isolation
  • Blending
  • Segmenting
A

Remediation through Phonemic Awareness

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15
Q

Example: The first sound in sun is
/sss/

A

Sound Isolation

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16
Q

What are the conspicuous strategies used in sound isolation?

A
  1. Show don’t ask
  2. Use consistent and brief wording.
  3. Tell the answer then ask the students to repeat.
17
Q

Example: /sss/ - /uuu/ - /nnn/ is sun.

A

Blending

18
Q

What are the scaffold tasks difficulty use for blending?

A
  1. Students are first learning to blend, use examples with continuous sounds (m, n, l)
  2. When students are first learning the task, use short words. Use pictures when possible. (CVC)
19
Q

Ex. The sounds in the sun are /sss/ - /uuu/ - /nnn/)

A

Segmenting

20
Q

In phoneme segmentation instruction, strategically integrate familiar and new information.

  1. Recycle instructional and practice examples used for blending.
A

Segmenting

21
Q
  • Disposition
  • Integration
  • Repetition
  • Interaction and Meaningful Use
  • Self-Instruction
A

Remedial Vocabulary Instruction

22
Q

Opening the students mind and will to engage new words

A

Disposition

23
Q

Establishing ties between the meaning of a new word and the student’s existing knowledge

A

Integration

24
Q

Provisions for practice distributed over time, as well as opportunities for frequent encounters

A

Repetition

25
Q

Social situations are conducive to using new words in interaction with others

A

Interaction and Meaningful Use

26
Q

Maintaining awareness of new words outside the classroom

A

Self-Instruction

27
Q
  1. When 2 consonants stand between 2 vowels, the word is usually divided between consonants.

ex. Dag-ger and cir-cus

A

TRUE in Syllabication Principles

28
Q

In some of the newer materials, materials are divided after the double consonant.

ex. Dagg-er

A

True

29
Q
  1. When 1 consonant stands between 2 vowels, try dividing first so that the consonant goes with the 2nd vowels.

Ex. Pa-per and mo-tor

A

TRUE in Syllabication Principles

30
Q
  1. When a word ends in a consonant and le, the consonant usually begins the last syllable.

ex. Ta-ble and hum-ble

A

TRUE

31
Q
  1. Compound words are usually divided between word parts and between syllables in these part

ex. Hen-house and po-lice-man

A

TRUE

English Majorship (18 decks)

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