REMEDIAL

INSTRUCTION
IN ENGLISH
English Literacy - 1
English Literacy - 2
MANAGEMENT OF REMEDIATION
Involve 3-10 learners
Between 30-50 minutes

COMPONENTS OF REMEDIATION
 Orientation
 Direct instruction
 Reinforcement and extension
 Schema-enhancement
 Personal-emotional growth
development
English Literacy - 3

 Cognitive development
SECOND LANGUAGE ACQUISITION

Monitor

Motivation

Natural Order

Affective Filter

Comprehensible Input
English Literacy - 4
(Krashen, 1985)
ACQUISITION VS. LEARNING
• Acquisition is the subconscious process of attaining
the subtleties of language and culture.
• Learning refers to the process by which students
become aware of the “rules” of the target
language.

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Language Acquisition: An
Interdependent Process

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Importance of Native Language

The native language serves as the

foundation for English language
acquisition.
(adapted from the ELA/SLA TEKS)

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ORAL FLUENCY LEVELS

• Pre-production
• Early production
• Speech emergence
• Intermediate fluency
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(Terrell, 1983)
REMEDIAL INSTRUCTION IN READING

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A.Correcting Perceptual and Decoding Deficit
in Word Recognition – insufficient competence
in the visual analysis of words.
B. Correcting Sight-Word Knowledge Deficit –
context clues
C. Correcting Basic Sight Vocabulary Deficit –
repeat the words; create study buddies; provide
reinforcement games, charts, graphs
D.Correcting Knowledge on Sound-Symbol
Correspondence
WHAT IS PHONOLOGICAL
AWARENESS?

• The ability to hear and manipulate the

sound structure of language. This is an
encompassing term that involves working
with the sounds of language at the word,
syllable, and phoneme (sound) level.
11
PHONEMIC AWARENESS VS. PHONICS: AN
IMPORTANT DISTINCTION

Phonemic awareness is not phonics.

Phonemic awareness is auditory and

does not involve words in print.

12
PHONOLOGICAL AWARENESS INSTRUCTION

• focuses on the sounds in

spoken language.
• is auditory and does NOT
involve print.
• helps students understand the
alphabetic principle.

English Literacy - 13
(Adams, 1990; Ball & Blachman, 1991; Burns et al., 1999; Chard & Dickson, 1999; Snow et al., 1998; Uhry, 1999)
PHONOLOGICAL AWARENESS
CONTINUUM
phoneme blending,
segmentation, and
manipulation

syllable blending
and segmentation
onset-rime
rhyme/ blending and
alliteration segmentation
sentence
segmentation
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(Blachman, 1997; Torgesen, 1999)
PHONOLOGICAL AWARENESS
Phonological awareness
involves:
Students can
relate letters and • segmenting-
sounds and pulling apart spoken words into sounds
identify patterns • blending-
in words and putting sounds back together
phrases
• manipulating-
adding, deleting, and substituting these
sounds
PHONOLOGICAL AWARENESS CONTINUUM
Types Description Examples

Phonemes Blending phonemes into words, /k/ /a/ /t/

segmenting words into individual
phonemes, and manipulating /sh/ /i/ /p/
phonemes in spoken words /s/ /t/ /o/ /p/
Onsets and Blending or segmenting the initial /m/ /ice/
consonant or consonant cluster
Rimes (onset) and the vowel and consonant /sh/ /ake/
sounds spoken after it (rime)

Syllables Blending syllables to say words or /mag/ /net/

segmenting spoken words into
syllables /pa/ /per/

Sentence Segmenting sentences into The dog ran away.

spoken words
Segmentation 1 2 3 4

Alliteration Producing groups of words that begin Ten tiny tadpoles

with the same initial sound
Rhyme
Matching the ending sounds of words cat, hat, bat, sat
THE ALPHABETIC PRINCIPLE

• The sequence of letters in written words

represents the sequence of sounds (or
phonemes) in spoken words.
• This is the key to learning to read in many
languages.

English Literacy - 17
WORD STUDY STRATEGIES

• Identifying and blending together all of the letter-sound

correspondences in words
• Recognizing high frequency and irregular words
• Using common spelling patterns

English Literacy - 18
WORD STUDY STRATEGIES

• Using structural clues such as compound words, base words,

and inflections
• Using knowledge of word order and context to support
pronunciation and confirm word meaning
•Letter Level
•Word level
•Sentence Level
•Discourse Level

Shared Presuppositions
•Background Knowledge •Concepts
•Cognitive Structures •Organization
•Attitudes •Attitudes

VARIABLES IN THE READING-WRITING PROCESS

READING AS LINEAR DECODING
A BOTTOM-UP PROCESS

READING AS SCHEMA ACTIVATION

A TOP-BOTTOM PROCESS
READING AS AN INTERACTIVE PROCESS
Strategies in Decoding Texts
Problem Identification Problem Solving Strategies
Strategies
• Employing word analysis
•Using context clues
• Stated failure to
•Resorting to synonym substitution
understand a word •Expanding words
or concept •Noting definitions of the word in
text
•Stated failure to •Making inferences
understand a clause •making hypothesis or predictions
or a text •Recalling background knowledge
•Establishing connections with other
sections of the text
•Noting clues in the text
Three Interactive Elements of Reading

Reader Climate

Text Features

Vocabulary Text Structure

Narrative Informative Argumentative

Strategies
Reflective Reflective
Questioning Reflective Discussion Writing
Conversation Strategic
Teaching
Adapted from: M. L. Barton & C. Heidema“Teaching Reading in the Content Areas” in T. J. Kral “CBI for the English Medium Classroom”
Reading Strategies
(Academic Texts)
SQ 3 R
Title and subtitles
Survey Illustrations
Opening lines of each paragraph
Question - students raise questions resulting from their
survey of the title, illustration and the text
Read - the text with the questions raised in mind
which of the questions raised were answered

Review - the text to which ones were not answered

determine information obtained for which no questions were
raised

Recite - the information obtained from the text

Reading Strategies
(Scientific Texts)
PQRST
Advance organizers
Title and subtitles
Preview Illustrations
Summaries
Comprehension questions (if any)
Q - Raise questions
R - Read the text with questions in mind
S - Summarize information obtained
T - Test oneself as to the answers obtained to the questions
raised
BUILDING STRONG READERS

•Automaticity
•Fluency
•Prosody
English Literacy - 27
(Meyer & Felton, 1999)
WHY FLUENCY IS IMPORTANT

• Fluent readers are able to focus

attention on understanding text.

• Non-fluent readers focus their

attention on decoding, leaving less
attention free for comprehension.
English Literacy - 28
FLUENCY BUILDING STRATEGIES

• Choral reading
• Chunking
• Repeated reading
• Tape/computer assisted
reading
• Reader’s theater
• Partner reading
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LISTENING COMPREHENSION

• Recorded books
• Jazz chants
• Teacher read alouds
• Music/songs
• Reader’s theater
• Games (“Simon Says”)
•English
TotalLiteracy
Physical
- 30 Response
READING STRATEGIES

•Pre-reading
•During reading
•Post-reading

English Literacy - 31
PRE-READING STRATEGIES

Activate prior knowledge using

• student’s prior cultural experiences,

• background building activities,
• visual and non-language activities, and
• receptive modes.
English Literacy - 32
Vocabulary in a Reading and a Language Class

A. Source of Items
Reading class Language class

The reading or literature text. The grammatical items or functions

in focus.
1. Items crucial to the 1. Gambits for a given function.
understanding of the text.
Function: Expressing Opinions
Gambits:
• In my opinion,…
•As I see it,...
2. The preponderant vocabulary •For me,...
skill that the text lends itself to. 2. Structure words that go with the
grammar item.
•Using context clues
•Mid Position Adverbs: Adverbs of frequency
•Differentiating between shades of
meaning •Tense- Time Expressions
•Using word analysis •Giving Directions: Locatives
Vocabulary in a Reading and a Language Class

B. Focus

Reading class Language class

1. Decoding (arriving at the 1. Both decoding (meaning) and
meaning of the item noting the encoding (use).
context)

2. Encoding (use of items with 2. Noting the context of the

high frequency level) situation in the choice of variety to
use (informal vs. formal)
3. Noting specialized vocabulary
(registers) in different text types. - Frozen
formal
-Consultative
• Journalistic •Scientific
- Intimate informal
•Academic •Literary
•Etc.
Vocabulary in a Reading and a Language Class

C. Skills

Reading class Language class

1. Arrive at meaning through 1. Note the linguistic signals

word analysis. segmentals (critical sounds) and
a. compounds suprasegmentals (stress, intonation
b. rootwords and affixes and pausing) and the context
of the situation as aids in determining
the meaning of expressions.
2. Choosing from several 2. Note varied gambits used to
dictionary meanings that which signal a given function.
fits context.
Vocabulary in a Reading and a Language Class
C. Skills
Reading class Language class
3. Determine the connotative 3. Determine the formality level
meaning of words. of words and choose the variety
Positive (+) Negative (-) suited to the situation.
adequate danger - I’m beholden to you
assistance exploitation - Thank you
defended violence - I owe you one

4. Arrange words to show 4. Use synonyms or antonyms

differences in shades of meaning. and structure words to establish
- a catastrophe
cohesive ties in a text.
- horrible He went to the library yesterday.
- terrible There we saw many new books.
- awful They were on display for interested
- bad readers to browse over and borrow.
5. Determine words that 5. Use words that go together to
collocate. signal meaning.
Vocabulary in a Reading and a Language Class
C. Skills

Reading class Language class

6. Single out words and 6. Note the word order observed

structures that signal depending on the choice of
relationships. words used to signal relationships.
• Definition
and so
Term to be + verb + Gen. + Specific Cause so Effect
defined to be class char. hence

• Sequence because
First…, next…, then…, after that…, Effect since Cause
finally… for

• Enumeration Because
To begin with…, Then, too…, Since Cause, Effect
Moreover…, In addition...
Concept Maps Suited to Vocabulary Development
1. Cline (shades of meaning)
• Intensity levels •Formality levels •Frequency levels

- a catastrophe - I’m beholden to you - always

- horrible - Thank you very much - often
- terrible - Thank you - sometimes
- awful - Thanks - seldom
- bad - never
- I owe you one

- horrible - Thanks - often

- terrible - I owe you one - never
- awful - Thank you very much - seldom
- a catastrophe - I’m beholden to you - always
- bad - sometimes
- Thank you
Concept Maps Suited to Vocabulary Development
2.Sungram (collocations)

Auguries of Innocence •Associations

To see the world in a grain •Words that go together
of sand
And heaven in a wild
flower Shore
World Sea
Hold infinity in the palm
of your hand
Foreign
And eternity for an hour SAND Ship
lands
Voyage Sailors
To see the world in a grain of sand
... Fish
Hold infinity in the palm of your hand
Concept Maps Suited to Vocabulary Development
3. Grid (contrasting meanings)
A.) Synonyms / Antonyms
Term Synonym Antonym
clear vision sharp vision poor vision
clear stream pristine stream muddy stream
clear voice audible voice muffled voice
clear mind logical mind disturbed mind
clear sky cloudless sky overcast sky

B.) Positive/Negative Connotations

Positive (+) Negative (-)
adequate opportunities abuse
assistance peaceful danger
defended protected exploitation
healthy neglect
wholesome
leisure develop potential violence
Concept Maps Suited to the Development of
Vocabulary and Reading Skills
4. Tree Diagram

Instructions: Fill up the missing items in these concept map of the

information presented in the selection. “Service Unlimited”

Superordinate Services of Science

Term

Subordinate
To the Home To the Farmers
Terms

Examples
VOCABULARY BUILDING STRATEGIES

• Relate words and concepts to personal experiences

• Present examples
• Use prompts
• Use less complex language

English Literacy - 42
VOCABULARY BUILDING STRATEGIES

• Highlight vocabulary words

• Use cloze procedures
• Categorize words
• Use visual imagery

(Burns, Griffin, & Snow, 1999; Moats, 1999; Morrow, 1997; Smith, 1999)
English Literacy - 43
VOCABULARY BUILDING ACTIVITIES

• Vocabulary cards
• Word walls
• Concept attainment
• Word sort
• Graphic organizers

English Literacy - 44
Atom
READING–WRITING CONNECTIONS

• Writing and reading share a reciprocal relationship.

• Writing provides the opportunity for students to apply
the alphabetic principle.
• Different text structures and reading content often are
incorporated into students’ writing.

English Literacy - 45
Three Interactive Elements of Writing

Writer Reader

Text Features

Vocabulary Text Type

Cohesion/ Rhetorical Genre/Text

Coherence Patterns Structure

Strategies
Reflective Reflective
Questioning Reflective Discussion Writing
Conversation Strategic
Teaching
Adapted from: M. L. Barton & C. Heidema“Teaching Reading in the Content Areas” in T. J. Kral “CBI for the English Medium Classroom”
Writing as a Product

• Cohesion & • Semantic

Coherence Relations

• Rhetorical • Text Structure

Functions (PSN & TRI)

• Rhetorical
Techniques
• Generic Structure
(Text Types)
The Message Variables
Language Organization Rhetorical Function Rhetorical Techniques
 Sounds  Cohesion  Definition I. Orders
 Words  Coherence  Classification 1. Time
 Utterances  Pattern  Description 2. Space
organization  Instructions 3. Causality
 Situation  Visual – Verbal II. Patterns
Problem relationships 1. Causality and Result
Solution 2. Order of Importance
Result 3. Comparison and
Evaluation Contrast
( PSn) 4. Analogy
 Topic 5. Exemplification

Restriction 6. Illustration

Illustration
(TRI)
Writing as a Process
Pre-writing
• Deciding on a topic
• Brainstorming
• Considering the audience
• Deciding on the purpose Drafting
• Listing supporting details • Writing the topic sentence
• Organizing the details • Supplying support sentences
• Using transition words
• Adding a concluding sentence
Pre-writing Drafting Revising & Editing
• Using a revising checklist
• Proofreading
Revising • Using a editing checklist
&
Editing Sharing
Sharing • Publishing