Approaches that work with remedial readers

2017 ◽  
pp. 215-233
Author(s):  
Lee Mountain
Keyword(s):  
Remedial Readers

Minnesota Percepto-Diagnostic Test and Reading Achievement

1981 ◽  
Vol 53 (1) ◽  
pp. 235-238 ◽  
Author(s):  
Lillian R. Putnam
Keyword(s):  
Reading Achievement ◽  
Brain Damage ◽  
Diagnostic Test ◽  
Group Analysis ◽  
Perceptual Error ◽  
Reading Mastery ◽  
Remedial Readers ◽  
Damage Indicators ◽  
Mastery Tests

With mental ages partialled out, the correlation of −0.25 between perceptual error scores of 102 remedial readers on the Minnesota Percepto-Diagnostic Test and Woodcock Reading Mastery Tests was not significant. Intra-group analysis of scores on reproductions showed that those in the organic classification made significantly more errors on the horizontal arrow figure. Inter-group analysis indicated significant differences among primary, secondary, and organic classifications with the organic producing the most errors on the horizontal arrow figure. Inter-group analysis of brain-damage indicators yielded no significant differences; inter-group analysis showed that those assigned the organic classifications made significantly more errors in distortion of dots.

Influence of Reading-Comprehension Strategy Information on Children's Achievement Outcomes

1992 ◽  
Vol 15 (1) ◽  
pp. 51-64 ◽  
Author(s):  
Dale H. Schunk ◽  
Jo Mary Rice
Keyword(s):  
Strategy Instruction ◽  
Strategy Use ◽  
Strategy Training ◽  
Comprehension Instruction ◽  
Comprehension Strategy ◽  
Children's Achievement ◽  
Remedial Readers ◽  
Achievement Outcomes ◽  
Improved Performance ◽  
Main Ideas

Two experiments investigated the effects of sources of strategy information on children's acquisition and transfer of reading outcomes and strategy use. Children with reading-skill deficiencies received comprehension instruction on main ideas. In Experiment 1, some students were taught a comprehension strategy, while others received strategy instruction and strategy-value feedback linking strategy use with improved performance; controls received comprehension instruction without the strategy. In Experiment 2, children were taught the comprehension strategy or received instruction without strategy training; they were then given comprehension instruction on details. Some children were taught how to modify the strategy; others did not employ the strategy on details. Children who received strategy-value feedback (Experiment 1) and strategy-modification instruction (Experiment 2) demonstrated the highest self-efficacy, skill, strategy use, and transfer. These results support the idea that remedial readers benefit from information about strategy usefulness.

Helpful Hints for Beginning Teachers of Aborigines

1981 ◽  
Vol 9 (2) ◽  
pp. 31-33
Author(s):  
D. Huggonson
Keyword(s):  
Beginning Teachers ◽  
Beginning Teacher ◽  
Peer Pressure ◽  
Class Discussion ◽  
Standard English ◽  
Family Photographs ◽  
Remedial Readers ◽  
Communication Barrier ◽  
Young Teacher ◽  
Good Resource

The first problem that beginning teachers will face on ‘day one’ in the classroom is a communication barrier. Teachers fresh from universities and colleges of advanced education will find that the language they are using is too sophisticated for their students. Therefore they must be conscious of the need to simplify their own language while simultaneously improving the vocabulary of their students. The beginning teacher will also find that the majority of students use non-standard English. It should be noted, however, that the use of non-standard English is not a sign of backwardness. Peer pressure not to appear ‘flash’ is a strong factor in Aborigines maintaining their speech patterns.Once the young teacher ‘gets his ear in’ he or she will find communication becomes easier. To speed this process I suggest that for the first few weeks the teacher spends a considerable amount of time listening to his or her students. Drama games such as ‘biographies’ and class debates on various topics are useful. It is also important that during this period the beginning teacher be honest and forthright about his or her own background. I found my Year 8 class extremely interested in my family and their background. A family photograph album is a good resource to stimulate class discussion. The students should be encouraged to bring in their family’s photographs. (Children from particularly impoverished backgrounds can be offered the use of a camera if they don’t have any family photographs.) These photographs can lead to the development of environmental readers for remedial readers.

THE TEAM APPROACH TO DIAGNOSIS OF REMEDIAL READERS

1960 ◽  
Vol 37 (9) ◽  
pp. 447-460
Author(s):  
Clifford J. Kolson
Keyword(s):  
Team Approach ◽  
Remedial Readers

Accommodating remedial readers in the general education setting: Is listening-while-reading sufficient to improve factual and inferential comprehension?

2010 ◽  
Vol 48 (1) ◽  
pp. 37-45 ◽  
Author(s):  
Ara J. Schmitt ◽  
Andrea D. Hale ◽  
Elizabeth McCallum ◽  
Brittany Mauck
Keyword(s):  
General Education ◽  
General Education Setting ◽  
Remedial Readers ◽  
Inferential Comprehension

Remedial readers reading for meaning: the use of the linguistic context when words are read correctly

1992 ◽  
Vol 34 (1) ◽  
pp. 11-21 ◽  
Author(s):  
Ann Henshaw
Keyword(s):  
Linguistic Context ◽  
Remedial Readers

Effectiveness of Recruits Assigned to Academic Remedial Training

1974 ◽  
Vol 35 (2) ◽  
pp. 1007-1014 ◽  
Author(s):  
Anne Hoiberg ◽  
C. J. Hysham ◽  
N. H. Berry
Keyword(s):  
Control Sample ◽  
Remedial Reading ◽  
Armed Forces ◽  
Active Duty ◽  
Reading Level ◽  
Military Effectiveness ◽  
Qualification Test ◽  
Remedial Program ◽  
Remedial Readers ◽  
Academic Test

From April, 1967 until September, 1972, 1517 naval recruits at San Diego were assigned to the Academic Remedial Training Division after having failed to pass the initial academic test because of a reading disability. The rate of effectiveness (being on active duty or successfully completing an enlistment) for those men assigned to remedial reading and for a control sample of recruits not assigned to such training as well as to evaluate the predictive validity of variables related to effectiveness for men assigned to the remedial program was studied. Results indicated that 53.5% of the remedial readers and 62.3% of the controls were effective; higher values of final reading level, the Armed Forces Qualification Test, and educational attainment were predictive of military effectiveness. In addition to helping remedial readers remain on active duty, the academic remedial training program may have helped more than half of all men assigned to the school to perform effectively in the Navy.

scholarly journals On the outside Looking in: A Study of Remedial Readers' Meaning-Making While Reading Literature

1991 ◽  
Vol 23 (2) ◽  
pp. 235-253 ◽  
Author(s):  
Victoria Purcell-Gates
Keyword(s):  
Meaning Making ◽  
Remedial Readers
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