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November 17, 2012

Essay on Reading Disability and Remediation

Reading Disability and Remediation
Reading disabilities and the associated measure for devising an effective strategy for countering this has been the central focus of many educational institutes and academic programs that have been launched. The entire intervention strategy that is usually designed by institutes comprises of three integral components out of which two are based on prevention of grooming of reading and comprehending disabilities while the third study is based on remediation measures and procedures that need to be adhered and implemented in cases when these disabilities reach uncontrollable levels. It is worth mentioning that this triangle of prevention and remedial studies is conducted and campaigned under the agenda of three fundamental requirements and requisites. (Dechant, 1981)
These mandatory salient features include the instructional methods and procedures that may prove helpful in furnishing and enhancing the skills of students with weak phonological skills. Second important feature deals with the respective limitations of the instructional method that is being applied at the first place and the percentage effectivity that the applied procedure can produce. Last clause deals with the supervision and monitoring of characterstics which imply manifest that a change in reading abilities in the child is taking place through the implementation and periodic usage of applied instructive methods. Some of the important programs that have been launched by many programs comprise of various sub-divisions which include the PASP or the Phonological Awareness plus Synthetic phonics, EP or Embedded Phonics, RCS or the Regular Class Support and the Control Group. PASP accentuates primarily on the instructions that may prove helpful in the decoding process of phonetics and reading instructions. EP on the other hand emphasizes in the effective understanding of whole word instructions along with improvements that can help in enhancing reading skills and writing activities. During RCS sessions teachers and other tutorial faculty provide direct support and for the acquisition of instructional goals and objectives outlined in the program. (Torgensen, Wagner and Rocheete, 1998)
Through carefully following these programs and the salient features there have been significant changes witnessed in a child’s skill, potential and understanding of different reading and writing material. Other programs which are designed to cater similar needs and requirements include Auditory Discrimination in Depth ADD. With the help of this program foundations laid towards better understanding and reading are further cemented by providing students the opportunity of acquiring phonemic awareness with the help of developing a thorough understanding of different gestures and their description most of which are performed with the help of different exercises made available through computer software programs. (Dechant, 1981)
With the help of remediation studies advanced skills related to reading and writing such as work attack, word identification and passage comprehension are further enhanced through diverse kinds of exercises. An important that was made with the help of remediation studies was that reading fluency and reading accuracy are two different components of the entire reading process and that reading accuracy can be achieved among students much easily whereas fluency related to the activity of reading can remain highly impaired.


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