What is Remedial Reading?

    There is no universal agreement about the term.  It is not concerned with poor reading per se, but rather with bringing children’s achievement closer to their actual ability.  For example a very bright child reading below grade level would be a better candidate for remedial reading than a child who is cognitively slower and reading below grade level.  In the first instance, instructional technique or methodology could be expected influence achievement.  The reading difficulties of the second student, on the other hand, could not be compensated for with more or better teaching.

Misconception about Remedial Reading:
    The main misconception in remedial reading instruction is that it is based on a set of principles which differ appreciably from those principles which are the basis for the school’s regular developmental reading program.

    Remedial reading instruction is based on a set of principles which generally DO NOT differ appreciably from those principles which are the bases for the school’s regular developmental reading program.  All of the principles and most of the practices which are characteristic of remedial reading are also applicable to developmental reading.  These include:

  1. Go back to the child’s present reading level.
  2. Do not expect the child to read material which forces him to experience failure, i.e., he must have developed readiness for the task.
  3. Help the child build self-confidence–use abundant praise.  Undue pressure in the learning situation may interfere with learning.
  4. Use a variety of approaches.


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