PRELIM MODULE

REMEDIAL INSTRUCTION

Lesson 1: Communication Arts

DISCUSSION

1. Communication Arts
Communication Arts encompasses a wide range of school activities
designed to help students become knowledgeable about language so they
can use it effectively. It suggests that language learning involves artistic as
well as functional skills.

Tasks Involved

These are also noted as the skills involved in a communication arts

classroom:

Listening- is not merely hearing: it is a state of receptivity that permits

understanding of what is heard and grants the listener full partnership in the
communication process. As any member in a society, listening is one
important skill to possess as good listening is an integral part of
communication process. A good listener shows readiness and possesses an
ability to manipulate the sound into words and their contextual meaning. Then
the good listener relates given meanings to other experiences and he shares
responsibility with the speaker. Academically, listening skills plays a vital role
in the teaching-learning cycle. A student learns better when he can listen
better.

Speaking- Speaking has many masks- public, friendly or academic contexts

are few from the lot. Each context has the same need for the skill. Speaking is
the ability to translate the syllables into words and finally they must translate
the words into thoughts, and as teacher you got to help them succeed in
doing so.

Reading- Through reading, we learn a lot and it is the most prominent

language skill. For now, students, adults and even educators read very less.
Reading has declined among every group of people in today’s world of
technology and entertainment. When you possess rich vocabulary, you listen
better as you understand more; then you can write better with more words to
choose from; obviously you can speak better because of your intense word
power. But all of these become at stake once the students encounter problem
in deciphering words or even recognizing prints.

Writing- A person with good writing skills is always victorious at expressing

oneself. The writing skill is the ‘hard copy’ of your intellectual level or the level
of your expression. The writing process is one major thing that students
should know. It serves as the foundation too as they venture in writing
academic papers and even those in the professional disciplines.

Role of Individual
These refer to the function of an individual inside a communication arts
classroom.
Receiving (Reception) - the action or process of receiving something sent,
given, or
inflicted.
Expressing (Production) - the action of making or manufacturing from
components or
raw materials.
Manner of Articulation
These refer to the manner of how the activities in the communication arts
classroom are presented and delivered. This can either be oral or written.

This diagram present what communication arts is. It shows that

although there are different skills involved, they are interrelated and
interconnected, it also boils down to the importance of thinking.
The implication of communication arts is that, mastery of one aspect enriches
as well as reinforces mastery of other aspects.

2. The Communication Arts Teacher

In the realization of the objectives of communication arts, one major factor
pertains to that of the teacher. The following describes a communication arts
teacher:


Competent user of the language

A good knowledge background gives a sense of confidence and facilitates

creative thinking in a teacher. A teacher is good role model.

Ability to interact with the students

The teacher needs to know how to diagnose, plan, and instruct in consistent
and meaningful ways. Teacher needs to stimulate the interest in language
and motivate them to learn the skills they need.

Healthy interest in literature

The teacher must be interested in the fascinating world of language for

interest begets interest. It is important that teachers effectively convey the
idea that reading is enjoyable and that books are sources of enjoyment as
well as knowledge

Applies various methods and strategies of teaching

To meet individual needs, the teacher must be able to identify each students’
entry skills and knowledge and later on modify instruction based on
evaluation,
analysis of habits, and evidence of attitudes and interest in learning.

3. Teaching the Communication Arts - Approach, Method, and

Technique

For the above concepts to materialize, a communication arts teacher also

need to use suitable approaches, methods, and techniques.

Approach - refers to a set of assumptions dealing with the nature of

language, learning and teaching”; it may also mean the “theoretically well-
informed positions and beliefs about the nature of language, the nature of
language learning and the applicability of both to pedagogical settings”; and
those which provide framework, or sequence of operations to be used when
we come to actualities”.

Method- refers to an over-all plan for the orderly presentation of language

material; it simply puts theory in practice.

Technique- refers to the various process developed through knowledge, skill,

and experience. Technique is a very specific, concrete stratagem or trick
designed to accomplish an immediate objective. Technique is a procedure or
skill for completing a specific task. Techniques are steps to achieve certain
goals. Technique is a classroom device or activity and it is more specific than
method. A technique is implementation.

Task 1.

1. Describe an ideal communication arts teacher.
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. Which of these attributes of an ideal communication arts teacher do you
already possess as a future teacher?
______________________________________________________________
______________________________________________________________
______________________________________________________________

3. If there are some attributes of an ideal communication arts teacher which
you do not possess yet, what initiatives are you going to make in order to
acquire them?
______________________________________________________________
______________________________________________________________
______________________________________________________________

This task shall be scored as follows:

Content- 15 points
Organization and Grammar- 15 points

Task 2. Directions: Answer the following briefly but comprehensively.


1. Among the macro skills in communication arts, which do you think is the
most challenging for students to acquire?

2. What particular problem/s do students experience in this macro skill?

3. What are the factors that contribute to these problems? You may cite
published research articles and their results, and other credible references
regarding the identified factors.

4. As a future teacher, what can you do to help solve these problems or to at
least alleviate their impact? Cite doable ways.

This task shall be scored as follows:

Content- 20 points
Organization and Grammar- 20 points

Lesson 2: Nature of Remedial Instruction

Definition of Remedial Instruction

Remedial Instruction is arranged for students who have temporarily

fallen behind in their studies. Remedial Instruction is also offered to students
in need of special assistance. It is a spiral process of assessment- instruction-
reassessment. This process as observed goes in a way that once assessment
is done and the teacher has identified the students who did not meet the set
competence standard or mark, another means of instruction is planned and
executed, this is to reinforce whatever it is the student is having problem with.
From there, a re-assessment will be made to evaluate if the re-instruction
done is able to help the student.

The subjects for remedial instruction are targeted at low- achieving

students- those who perform below expected level or those who seem to be
problematic.
After the teacher’s diagnosis on students’ learning difficulties, a remedial
course will be designed in accordance with the student’ needs.

From here, it can be seen that remedial instruction must also be a

planned process. This entire course will introduce you to the different
problems of students concerning the four macro skills and what are the
possible remediation that can be done in order to solve possible concerns in
the classroom setting.

The Need for Remedial Instruction

• Designed to help students who fall behind academically to catch up to

a desired level.
This is the main purpose why remedial instruction is done. The status
of the students who are temporarily lagging behind their class must be given
help so that they can be able to not only cope with their peers but also to
manifest the needed skills and acquire the knowledge they are expected to
possess for the particular level.

• The demand for students’ basic academic abilities.

Remedial programs are done in order for students to acquire the
necessary academic abilities which are very evident in the communication
arts classes- the macro skills. It is when these skills are being improved,
chance are they can also apply and make use of these skills in the other
learning areas/subjects as far as scholastic undertaking is concerned.

After entering universities, some students encounter great difficulties

comprehending lectures
as they lack required academic knowledge to manage college- level
work

Once students step into college, they are no longer being spoon- fed unlike
their secondary years. In order to cope with the tougher tasks, students who
have problems in the macro skills must be given help so that they will no
longer have more difficult time to do their college tasks.

Types of Remedial Programs

A. Small Group Tutoring -remedial courses often send ‘remedial students’

off into small groups to support students who are falling behind. Often,
schools bring in specialists who peel off students into small groups to focus on
specific interventions.
B. One-to-one Tutoring
- One-to-one tutoring has either a trained specialist, the classroom teacher, or
a volunteer who spends individual time with a student. While it is an effective
way of supporting students, it is resource intensive. It is often hard to find
enough time and staff to have one-to-one interventions while also supporting
the rest of the class.

C. Private Tutoring - Private tutoring is one of the most popular formats for
remedial support. Parents who have the funds to send their children to after-
school tutoring may use this as an option to help ensure their students
keep up with their peers.

D. Peer Tutoring -Peer tutoring involves one student helping another student
on their work. This may take the form of older students coming into the
classroom to help younger students. Or, it may be getting more advanced
students in the same class to pair up with less advanced students to help
them learn.

E. Withdrawal System
-A withdrawal system involves removing students entirely from a mainstream
classroom for a short (one lesson) or long (indefinitely) time to give tailored
support. The challenge of withdrawal systems is that it might stigmatize
students and exclude them from participation in mainstream activities.

Task 3:

Write a 3- paragraph (5 sentences each) explanation on whether the concept

of one size fits all be attributed to the students falling behind their peers or
those of their same grade level.

This task shall be scored as follows:

Content- 15 points
Organization and Grammar- 15 points

Lesson 3: Features of Reading

DISCUSSION

Reading is a skill in language that needs to be considered. Skilled

reading makes students better understand all the material taught. Reading as
one aspect of the four language skills, plays an important role in language
teaching. Reading skills is one very powerful tool for obtaining a wide range of
specific information, including science and technology.

With that being said, reading is undeniably one of the macro skills that
students need to develop. This module presents the salient features of
reading along with the other problems that are being faced by
students with such.

Process of Reading

Pre- Reading - it is where the teacher a

ctivates background knowledge, sets purpose, and introduces key vocabulary
terms. This may involve the
teacher giving background information about the materials.

Reading - it is where the students begin reading the material through any
type. This includes strategies and
skills, examination of illustration, reading from beginning to end, and note
taking.

Responding - it is where the students respond to what they read through

reading logs, journals, or grand
conversation. It deals with what the child has learned after reading a book.

Exploring - it is where the students go back and reread certain things in the
text, learn more vocabulary,
examine the author’s style of writing, or identifying memorable quotes.

Applying - it is where the students create project, read similar or related

materials, evaluate their experiences, or use the information learned in
thematic units. It is where reflection over understanding takes
place.

Types of Reading

Independent Reading- when a student reads independently.

Buddy Reading- when a group of 2- 3 students read taking turns.

Guided Reading- when the teacher begins reading to a group of 4-5 students
and lets the students finish
on their own.

Shared Reading- when the teacher reads the book while the students follow
along.

Reading Aloud- where the teacher reads aloud to the entire class and has
the students participate in
activities during reading.

Stages of Reading Development

Stage 1: Emergent Pre-Reader

(typically between 6 months to 6 years old)
 During the initial phase of the reading development process children
sample and learn from a full range of multiple sounds, words, concepts,
images, stories, exposure to print, literacy materials, and just plain talk during
the first five years of life.

Stage 2: Novice Reader

(typically between 6 to 7 years old)

During the second phase of the reading development process, children

are learning the relationships between letters and sounds and amongst
printed and spoken words. The child begins to read stories with high-
frequency words and phonically regular words and uses emerging skills and
insights to “sound out” new one-syllable words.

Stage 3: Decoding Reader

(typically between 7 – 9 years old)

During the third phase of the reading development, children are

beginning to read familiar stories and text with increasing fluency. This is
accomplished by consolidating the foundational decoding elements, sight
vocabulary, and meaning in the reading of stories and selections that the child
is already familiar with.

Stage 4: Fluent Comprehending Reader

(typically between 9 – 15 years old)

During the fourth phase of the reading development process, reading is

used to acquire new ideas to gain new knowledge, to experience new
feelings, to acquire new attitudes, and to explore issues from multiple
perspectives. Reading includes the study of textbooks, reference works, trade
books, newspapers, and magazines that contain new ideas and values, new
vocabulary and syntax.

Stage 5: Expert Reader

(typically from 16 years and older)

During the fifth phase of the reading development process, the learner
is reading from a wide range of advanced materials, both expository and
narrative, with multiple viewpoints. Learners are reading broadly across the
disciplines, including the physical, biological and social sciences as well as
the humanities,
politics and current affairs.

General Difficulties in Reading

Phonological Deficit - implicating a core problem in the phonological

processing system or oral language.

Processing Speed/Orthographic Processing Deficit - affecting speed and

accuracy of printed word recognition.
Comprehension Deficit - coinciding with the two but specifically found in
children with social linguistic disabilities, vocabulary weakness, language
disorder, learning difficulties which affect reasoning and logical thinking.

Levels of Reading

Independent- reading feels effortless

Instructional- able to read and comprehend with the assistance of a teacher

using various technique

Frustration- materials are difficult to understand without extraordinary level of

effort or assistance

Causes of Reading Disabilities

- inadequate instruction-
- improper instruction
- lack of system school reading program
- employing a single method in teaching

These mentioned reading disabilities can be traced in the environment

in which the student is expected to develop such skills. Failure to develop this
skill may be due to the insufficient and improper method being used in the
classroom. It can also be related to lack of several programs that develop
such skill among learners. Lastly, this may be a result of a single method that
is not suitable on the need or want of the learner.

These areas are good points of research or further study to determine the
implications of the school environment to that of the reading difficulties among
learners.

Difficulties on Word Reading

Phonological Skills
- poor phonological representation and knowledge on letter sound mappings
- weak ability to segment words into component phonemes

Memory
- confusing visually similar words
- inadequate memory affects sight recognition of whole words

Poor Auditory Memory

- remembering correct sounds of letters
- remembering rules and instruction

Sequencing - reading mistakes (felt- left; stop- spot)

Spoken Language and Speech Difficulties

- inaccurate pronunciation
- sound production difficulties

Research bears out a strong relationship between spelling and writing.

Writing is a mental juggling act that depends on using basic skills. Poor
spellers may restrict what they write to words they can spell, with inevitable
loss of verbal power, or they may lose track of their thoughts when they get
stuck trying to spell a word.

Types of Spelling Errors

The following present the common spelling errors committed by learners

regardless of grade level:

Substitution - errors may suggest that the child knows the individual sounds
and has the ability to map these sounds into letters. However, the child may
have insufficient knowledge of the combinations of sound to letter matches.

Omission - errors may suggest that the child have missed individual sound or
that he has forgotten them.

Transposition - errors may suggest that the child knows might know the
sound map into letters but when he had to write it, he forgot the sequence of
the sounds.

Insertion - errors may suggest that the child lacks knowledge of sound- letter
combination. This may also be indicative of guessing as a strategy for
spelling.

These can be summed up by this diagram:

Task 4:

This module presents some of the problems that concern the reading
skills among students. Come up with two activities that aim to assess if
students have reading problems and how to remediate this.

The format to be used shall be as follow:

I.
Objectives
II.
Detailed Procedure
III.
Materials Needed