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…show more content… Remedial Reading Teacher’s Manifesto.
1. Teachers want diagnostic assessments that will pinpoint individual reading strengths and deficiencies. But, they don’t want assessments that will eat up excessive amounts of instructional time or cause mounds of paperwork.
2. Teachers want teaching resources that specifically target the reading deficits indicated by the diagnostic assessments. Teachers don’t want to waste time by starting each learner from “scratch” with hours of repetitive practice. Teachers don’t want to teach what students already know.
3. Teachers want program resources that will enable them to establish a clear game plan, but also ones which will allow them to deviate from that plan, according to the needs of their students. Teachers want to be able to integrate writing, grammar, and spelling instruction and include real reading in their remedial reading programs.
4. Teachers want resources that won’t assume that they are reading specialists. However, they don’t want resources that treat them like script-reading robots. Teachers are fast learners.
5. Teachers want resources that they can grab and use, not resources that require lots of advance preparation. Teachers want to do a great job with their students and still maintain their own sanity.
6. Teachers want reasonable class sizes that are conductive to effective remedial instruction.
7. Teachers understand that remedial readers frequently have behavioral problems;
