Remedial Instruction Flashcards
Characteristics of Remedial Instruction
- 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
- Competency Education
- Developmental Education
- Preparatory Education
- Academic Upgrading
- Basic Skills Education
Remedial Instruction
Guidelines of Remedial Instruction
- instruction is Systematic
- Intensive Instruction (based on needs)
- no substitute for ongoing documentation and monitoring of learning
- Teachers must know the instructional objectives
School-based remedial sessions tend to involve 3-10 learners, and typically last between 30-50 minutes
True
Factors to be Considered in Remedial Instruction: (CIA)
- Curriculum
- Instructions
- Assessment
- Acquired Dyslexia
- Aphasia
- Jargon Aphasia
- Anomia
- Visual Agnosia
Language Deficiency
Dyslexia (reading difficulty) that develops due to traumatic brain injury, stroke, or dementia; also called ‘alexia’
Acquired Dyslexia
Speech production and comprehension; many people have it as a result of STROKE
Aphasia
Individual speech is comprehensible but appears to make sense to the individual (cannot understand by other people)
Jargon Aphasia
Lexical retrieval impairment; early stages of Alzheimer’s disease — Tip of the Tongue (TOT) phenomenon
Anomia
Cannot recognize objects
Visual Agnosia
They must be completed exactly as designed ex. Skills or standards
Non-negotiable
The teacher has some latitude in how to carry out those steps
ex. Pacing, teaching strategies, methodology
Negotiable
- Sound Isolation
- Blending
- Segmenting
Remediation through Phonemic Awareness
Example: The first sound in sun is
/sss/
Sound Isolation
What are the conspicuous strategies used in sound isolation?
- Show don’t ask
- Use consistent and brief wording.
- Tell the answer then ask the students to repeat.
Example: /sss/ - /uuu/ - /nnn/ is sun.
Blending
What are the scaffold tasks difficulty use for blending?
- Students are first learning to blend, use examples with continuous sounds (m, n, l)
- When students are first learning the task, use short words. Use pictures when possible. (CVC)
Ex. The sounds in the sun are /sss/ - /uuu/ - /nnn/)
Segmenting
In phoneme segmentation instruction, strategically integrate familiar and new information.
- Recycle instructional and practice examples used for blending.
Segmenting
- Disposition
- Integration
- Repetition
- Interaction and Meaningful Use
- Self-Instruction
Remedial Vocabulary Instruction
Opening the students mind and will to engage new words
Disposition
Establishing ties between the meaning of a new word and the student’s existing knowledge
Integration
Provisions for practice distributed over time, as well as opportunities for frequent encounters
Repetition
