Case Study: Impact of Reading Remediation Instruction to Non-Readers
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 student.
Remedial instruction is designed to help students who fall behind academically to catch up to a desired level. It has become “an indispensable component of higher education” in countries such as the United States, Canada, or Japan (Zhang, Shou, & Ishino, 2008, p.331).
Basically, remedial instruction is a type of clinical teaching. It is a “spiral process of assessment—instruction—re-assessment” (Tseng, 2008, p.9). The subjects are targeted at low achievement learners, or under-prepared students. After the teacher diagnoses students’ learning difficulties, a remedial course will be designed in accordance with students’ needs. And then the teacher takes initiative in offering the instruction, and an evaluation will be conducted during and after the implementation of the remedial instruction to examine the actual effectiveness of the course. Minor adjustments would be made based on the results of the evaluation to ensure that students are able to catch up in regular classes. (Huang, 2009) Through the result of Philippine Informal Reading Inventory (PHIL-IRI), it showed that Sun Valley Elementary School has a large number of non-reader pupils and there is an has an existing 77% frustrating result in terms of pupils’ reading
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 student.
Remedial instruction is designed to help students who fall behind academically to catch up to a desired level. It has become “an indispensable component of higher education” in countries such as the United States, Canada, or Japan (Zhang, Shou, & Ishino, 2008, p.331).
Basically, remedial instruction is a type of clinical teaching. It is a “spiral process of assessment—instruction—re-assessment” (Tseng, 2008, p.9). The subjects are targeted at low achievement learners, or under-prepared students. After the teacher diagnoses students’ learning difficulties, a remedial course will be designed in accordance with students’ needs. And then the teacher takes initiative in offering the instruction, and an evaluation will be conducted during and after the implementation of the remedial instruction to examine the actual effectiveness of the course. Minor adjustments would be made based on the results of the evaluation to ensure that students are able to catch up in regular classes. (Huang, 2009) Through the result of Philippine Informal Reading Inventory (PHIL-IRI), it showed that Sun Valley Elementary School has a large number of non-reader pupils and there is an has an existing 77% frustrating result in terms of pupils’ reading
References: DepEd Memorandum No.: 371, s. 2010 Huang, Chiu-Ping (2009) Heineman (2009). When Kids Can’t Read. ©The Main Idea Marcelo (2012), PHIL-IRI Consolidation- Silent and Oral Reading Marcelo (2012), School Reading Program. Sun Valley Elementary School, Paranaque City, Philippines. Sheu, C. M., Hsu., L., & Wang, P. L. (2007). The effects of an English remedial course in a Technical University—A case study of KUAS Tseng, Y. W. (2008). Effects of using the learning station model as a phonics remedial program in an elementary school Zhang, R., Zhou, Y, & Ishino, F. (2008). A preliminary study on prediction models for English web-based remedial education: Application of data mining theory