An Interview to Language Teacher about the Remedial Measures used for Non-readers

An Interview to Language Teacher about the Remedial Measures used for Non-readers

Teacher’s Profile

Personal profile:

Name: Nimfa Abaoag

Gender: Female

Teaching school: New Era University

                             Elementary Department; Grade II

                                            

                                             Interview Proper

The importance why pupils must be a good reader?

Answer

Students or pupils must be a good reader in order to understand the lesson, because most of it is written in the books, magazines, periodicals and other reading materials and some are posted in internet.

At what age or grade level pupils should learned to read?

Answer:

At the age of three (3) to four (4) children should practice or trained to read. To the new curriculum pupils should developed reading fluency from Grade I to III.

Are there incidents you had encountered pupils who are non-readers?

Answer:

Yes, a lot.

What are the remedial measures you undertake for non-readers?

Answer:

There are lots of remedial measures or techniques in order to train students to read fluently. At first I will do reading inventory, it is when at the first week of classes I will gave a simple text or article suitable to grade level (because I am also teaching Grade I). Then I will separate readers to non-readers. To the non-readers I will introduce first the sounds of letters then consonant and vowel like ba, be, bi, bo ,bu. Vowel and consonant like at, and it, then the pattern of C-V-C or the consonant- vowel-consonant, example of this are: bat, bet bit, but. As they master all this it’s time to “level up” the reading skills through a simple word, phrase, sentence, paragraph and the art of questioning i8n order to know or assess if they understand what they read.  

What do you think is the best remedial measure for non-readers?

Answer:

For me, the best remedial measure for non-readers is the used of pattern C-V-C     or consonant-vowel-consonant because it is the basic for reading.

Reflection:

Reading is an integral part of the classroom experience, and many students must complete hours of reading and write papers designed to demonstrate their understanding. Reading is one of the macro-skills intended to learn by the child in order to understand every lessons he/ she must discern. Reading is getting meaning from the printed page. It includes skills for vocabulary development, levels of comprehension, literary appreciation and creative writing. How can a person or individual achieve or acquire such things IF he/she is non-reader? At the early stages of child’s development, parents or guardians should be the one responsible to instil that learning to read is such an important skill must be acquire.

Reading poses the most difficulty among all the subjects in the curriculum. It may be recalled that the facets of communication are listening, speaking, reading and writing. Thus, reading problems are escorted in by deficiencies in language skills especially the phonological skills. These skills develop the ability to understand the rules of how various sounds go with certain letters to make up words called grapheme-phoneme correspondence. The difficulty in breaking words into their component sounds results to difficulties in reading and spelling.

Difficulties with basic reading skills at the Kindergarten level don’t usually disappear on their own. In addition, if a child processes information slowly, or can’t pay attention or remember academic instruction will not help him learn to differentiate letters sounds or understands the meaning of what he reads. If he is still struggling by the third grade, social studies and science will be closed books. Early intervention is critical if he is not to remain at a severe disadvantage throughout his academic and adult life.

Experts identify precisely where the child is having difficulty. It then uses a powerful combination of targeted computerized cognitive and reading “games” to help children K-3 develop their abilities. Tutorial classes are helpful to tests and then train children to learn and to read.

As what I had learned from my interview, the pattern C-V-C or consonant-vowel-consonant pattern also used to us and through it I learned to read. As we go along the interview I asked Ma’am Nimfa if what if students didn’t learned to read in the whole school year, she promptly said that its impossible that the child cannot read after the whole school year because teachers gave their best in teaching children unless the child has reading difficulty.

So here, teachers do all the techniques, strategies or methods must be used in order to a child to be a good reader and it will not end to that after it teachers must assess if their students understand what they have read.