Chapter 9 - Remediation of Mild to Moderate Reading Deficits

Summary

Remediation of Mild Reading Deficits

Mild deficits in reading are usually treated in the classroom during the lesson. The first four approaches are ordinarily classroom approaches. There could be a student who is given individual instruction with the program the class is using. This is advised when a student processes slower than normal but achieves with personal instruction. Read Naturally is an individualized program where a student works individually with a teacher. Some approaches are primarily used for beginning-level students, though they may be used with older students.

Language Experience Approach

Language Experience Approach (LEA) may be the first choice with slow readers or readers who appear to agonize over every word. LEA affords an opportunity to observe exactly what the problem(s) may be and use the natural language of the student in remediation. It may accompany the main classroom approach or be used as a standalone approach. All of the literacy tasks can be observed: phonetic ability, documenting the spelling stage, decoding strategies, and the internalization of language structure (see Chapter 1). Analytic phonic instruction can take place with the dictated words of the sentences for the student to apply the English sound system to their known words. The instructor points out similarities and differences in the letter construction of the words dictated. These phonic elements are noted and written down by the instructor. At a later date, they would be reviewed, and words of similar constructions would be presented for word study. A second word bank is constructed for each student containing phonic elements mastered. Since the sentences come from the student's vocabulary, cognition, and sight word acquisition, knowledge is being enhanced for word meaning. This is an essential point as young children grasp first-level concepts readily, such as peaches and pears are different (Piaget 1997). They cannot distinguish between different pears or different types of peaches. Words or signs are acquired from social surroundings and are shared socially (Stauffer & Sharp 1965). The sharing of dictated sentences is a socially directed activity and develops higher cognition. Students hear different concepts, broadening their perspective. As the instructor continues with LEA, more words, more phonic elements, and higher level cognition are developed in the students’ repertoires.