Case Study: Impact of Reading Remediation Instruction to Non-Readers

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A CASE STUDY ON THE IMPACT OF READING REMEDIATION INSTRUCTION TO
THE NON-READER PUPILS OF SUN VALLEY ELEMENTARY SCHOOL:
AN ASSESSMENT

A Research Paper submitted to the
College of Education, De La Salle University
Dasmarinas, Cavite

In partial fulfillment of the requirements in
Issues and Trends in Education
To Dr. Ayuk A. Ayuk

ARLITA P. VELOYA

December 2012
Background of the Study
"Any kind of education is a matter of training the brain. When poor readers are learning to read, remedial instruction helps to shape that area up." Heineman (2009) stated that it’s not enough to say, “These kids can’t read.” Not being able to read can mean a variety of things and we need to be more specific in order to help each
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8. To summarize, teachers want to be free to teach their students, not a program, per se. Teachers want their students to see direct benefit and pay-off in each lesson and learn quickly in what social psychologist, Lev Vygotsky, termed their “zone of proximal development.” If teachers get what they want in their Remedial Reading Teacher’s Manifest, they will achieve their goal to help their students become fluent readers who understand what they read.

When we say a student can’t read, that might mean he or she…
• has a limited sight word vocabulary
• has few/no strategies for recognizing unknown single or multi-syllable words
• has difficulty spelling
• says reading is “boring” and “dumb”
• reads haltingly, one word at a time
• does not visualize the text
• does not reread to clarify meaning
• reads to finish rather than to understand
• cannot keep events of text in correct order
• does not predict without prompting
• cannot answer literal level questions about the text
• does not easily make inferences
• cannot state the main idea of a text or summarize it
• has trouble recalling information from a text
• reads very slowly, paying no attention to punctuation
• reads very fast, blurring words, rushing through punctuation
• does not recognize when comprehension is not taking place
• has trouble comparing and contrasting characters, events, and settings
• stops reading at first sign of

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