Differences between Remedial and Regular Classroom Reading Instruction:

In theory regular and remedial reading instruction should be conducted in an identical manner, but in practice there are differences due to the fact that in remedial reading we conscientiously adhere to the principles we often only verbalize in the regular classroom.  Thus, when differences exist they probably stem from two sources:

    1)  The attitudes and philosophy of administrators and teachers, and
    2)  The conditions under which teachers function.
 

1) Attitudes and philosophy of administrators and teachers:

• In the remedial program, as a rule, there is no immediate conscious endeavor to get the child up to “grade level” or some other arbitrary standard.  He or she will read materials which h/she can read with some degree of success regardless of his grade placement.
• The teaching-learning atmosphere will probably be more permissive.  The child will not be labeled a failure, and he will be accepted as a person.   Even though the objective is to read, pressure on the child to read will be lessened.  As a result, he will be less threatened by the reading situation.
• In the remedial program more attention might be focused on the reasons for failure, thus revealing certain other factors which may have to be dealt with concurrently with the actual reading problem.  Considerable emphasis will be placed on how to interest the child in reading; as a result, senseless drill is likely to be held to a minimum.
• There will be conferences with parents if it appears that the child is under pressure and pressure and tension at home.
• A great variety of reading materials will be available, and children will be permitted to choose what they wish to read.  They will be encouraged to read books they can read, not necessarily books at their grade level.
• The teacher will know a great deal about the child, and she will know exactly his reading achievement as well as his instructional needs.
• There will be time for individual instruction as needed, and each child in the group will require such instruction.
• In the remedial program, there may be more emphasis on the use of “motivators.”  In the regular classroom only a few pupils need this type of instruction in order to learn.
• In remedial reading, the psychological needs of the child are considered to be very important.  He is encouraged to set goals he/she can achieve and is praised for any accomplishment.
• In remedial reading, children never feel as if they are in reading competition with others.  They may compete with their own previous performance, but they do not have to measure up to some arbitrary standard.

2) Conditions under which teachers function:

• Too many pupils per teacher to permit individual instruction
• Universal promotion in a grade-level system
• Non-teaching activities of teachers
• The schools’ and communities’ disinclination to wait for readiness