Relevant bibliographies by topics / Reading Remedial teaching Victoria

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Academic literature on the topic 'Reading Remedial teaching Victoria'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Reading Remedial teaching Victoria"

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Jain, Ivy, and Norasmah Othman. "Reading Problems among Primary School Remedial Pupils in One of Miri, Sarawak." Social and Management Research Journal 16, no. 1 (June 26, 2019): 73. http://dx.doi.org/10.24191/smrj.v16i1.6083.

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Reading is a difficult skill to be mastered by children mainly remedial students prone to problems in basic reading skill. Remedial students are students with learning disabilities who have been selected to attend the Remedial Programme in their schools. This study was conducted to identify the problems faced by these students in mastering basic reading skill. Basic reading skill that is the focus of this article is the open syllables words; Consonant Vowel Consonant Vowel (KVKV). This study aimed to identify the main problems faced by students in reading open syllables words (KVKV). The study was conducted in one elementary school in the district of Miri, Sarawak involving 30 pupils in year two from remedial class. Data were collected through Diagnostic Tests, observations and interviews in the study group. The study found that the main problems were; students do not understand the basic concepts of reading clearly and the lack of motivation among the students. This study is expected to help teacher in particular remedial teachers in helping students overcome reading recovery KVKV word. To improve the reading skills of pupils, the study recommended that remedial students are taught by a variety of teaching strategies such as inserting games or songs in their teaching and learning in order to cultivate their interest in reading. Teachers are also advised to constantly motivate the students so that they are eager to learn the skills of reading.
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Simm, T. "The Long‐term Results of Remedial Teaching of Reading." Educational Psychology in Practice 1, no. 4 (January 1986): 142–47. http://dx.doi.org/10.1080/0266736860010403.

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Richdale, Amanda L., John E. Reece, and Angela Lawson. "Teachers, Children with Reading Difficulties, and Remedial Reading Assistance in Primary Schools." Behaviour Change 13, no. 1 (March 1996): 47–61. http://dx.doi.org/10.1017/s0813483900003946.

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While there is a body of research addressing the causes of reading difficulty and the identification and remediation of children with a reading difficulty, little is reported regarding the type and adequacy of assistance that these children actually receive in school. This study addresses the latter two issues. A random sample of 110 Year 3 teachers from State primary schools answered questions concerning school resources for assisting children with a reading difficulty, main method of teaching reading, their beliefs concerning reading difficulty, and their own level of general teaching experience and experience and training in managing reading difficulty. These teachers then provided information concerning the ability level, behavioural problems, perceived cause of reading difficulty, assessment, and adequacy of assistance for 303 Year 3 children whom they identified as having a reading difficulty. Results indicated that 42.7% of teachers predominantly used a whole language approach to teaching reading and that, by teacher definition, only 36.6% of children were receiving adequate assistance for their reading difficulty. Regression analysis showed that the factors most strongly associated with adequate assistance were a less severe level of reading difficulty, a higher level of support available within the school, and more children with reading difficulty in the class. The implications of these findings and other characteristics of the children with reading difficulties are discussed.
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Rochman, Muhammad. "The Importance of Teaching Reading: Emphasize for Reading Fluency or Accuracy in Improving Students’ Reading Comprehension in EFL Context." Ethical Lingua: Journal of Language Teaching and Literature 4, no. 1 (February 20, 2017): 11–29. http://dx.doi.org/10.30605/ethicallingua.v4i1.345.

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Current methods for teaching reading comprehension tend to emphasize the products of comprehension and neglect the processes of comprehension. Teachers often provide insufficient opportunities for learners to practice English in teaching reading. To make the situation worse, both teachers and learners frequently use Indonesian language throughout English classes. There are two sets of skills that are particularly important to teach. The first set includes comprehension monitoring skills that involve readers' monitoring their continuing processing for possible comprehension failure and taking remedial action when failures occur. Comprehension failures can occur at various levels, including: particular words, particular sentences, relations between sentences, and relations between larger units. For each kind of failure, there are specific remedial actions readers can take. The second set of processing skills that can be taught involves using clues in the text to generate, evaluate, and revise hypotheses about current and future events in the text. During teaching reading in a class teachers may confuse to give exercises relate to fluency or accuracy. The correlation between fluency and reading comprehension showed a significant positive relationship between oral reading fluency and reading comprehension performance. Therefore, automaticity of decoding fluency is essential for high levels of reading achievement. Hence, what educators should do now is conscientiously try to shift educators’ attention from emphasizing the accuracy of students ‘oral presentation to developing their ability to express themselves both accurately and fluently in English.
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Hendel, Russell Jay. "A Transdisciplinary Approach to Reading: In Mathematics, Remedial Reading, and Biblical Exegesis." Journal of Systemics, Cybernetics and Informatics 20, no. 4 (August 2022): 15–20. http://dx.doi.org/10.54808/jsci.20.04.15.

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This paper studies reading comprehension in three distinct disciplinary settings: Mathematics verbal problems, remedial reading, and biblical exegesis. This transdisciplinary approach enriches our understanding of reading, enabling focus on key methods of improving reading. The transdisciplinary approach also affords us new insights into addressing equity issues. The paper's approach is influenced by Meyer's seminal work on textual organizational structure as a key method to achieve reading comprehension. Consistent with this approach, the paper advocates using signal words or keywords, as well as listing and teaching organizational structures as a means to improving literacy in reading, mathematics, and biblical exegesis. The paper recommends that these techniques should be a primary method of approaching math and biblical fluency.
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Adil, Zoraida M. "Teaching of Reading In the Midst of Uncertainties: The Narratives of Elementary Laboratory School Teachers." American Journal of Multidisciplinary Research and Innovation 1, no. 2 (May 18, 2022): 34–38. http://dx.doi.org/10.54536/ajmri.v1i2.252.

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Teaching of reaching brought a monumental implication to teaching and learning. This qualitative-narrative research aimed to determine the narratives of Cotabato Foundation College of Science and Technology Elementary Laboratory School. Results showed that teachers were challenged by unresponsive learners, lack of parental support, and lack of reading materials. Meanwhile, they provided their learners with remedial reading activities. They advised that teachers must be passionate and compassionate in handling learners to enhance their reading skills.
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Adil, Zoraida M. "Teaching Of Reading In The Midst Of Uncertainties: The Narratives Of Elementary Laboratory School Teachers." Shanti Journal 1, no. 1 (August 31, 2022): 183–96. http://dx.doi.org/10.3126/shantij.v1i1.47816.

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Teaching of reaching brought a monumental implication to teaching and learning. This qualitative-narrative research aimed to determine the narratives of Cotabato Foundation College of Science and Technology Elementary Laboratory School. Results showed that teachers were challenged by unresponsive learners, lack of parental support, and lack of reading materials. Meanwhile, they provided their learners with remedial reading activities. They advised that teachers must be passionate and compassionate in handling learners to enhance their reading skills.
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Vincent, Areena C., Manju G. Elenjickal, and Sukumaran T. U. "Effect of remedial teaching on the scholastic performance of children with learning disability." International Journal of Contemporary Pediatrics 7, no. 3 (February 25, 2020): 487. http://dx.doi.org/10.18203/2349-3291.ijcp20200213.

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Background: To assess the effectiveness of remedial teaching in children with learning disability and to find association between IQ score and age of the child with their improvement.Methods: An interventional study using pre-post study design, took place in Child Development Centre (CDC) of tertiary care Medical College hospital. Participants includes 45 school going children of age group of 6-15 years. After initial diagnosis and IQ assessment, remedial teaching was given in CDC for 12 months. Techniques are chosen on an individual basis by formulating individualised education program (IEP) by special educators. Diagnosis and pre- post assessment were done using tool, NIMHANS SLD battery. Effectiveness was evaluated as improvement in class levels of students. Definite improvement was decided in each student if improvement was observed in 4 or more domains. Relationship of IQ score and age with their improvement in was noted.Results: In pretest, poor results were found in attention and copying in 39 children, reading in 41, comprehension and spelling in 42, written expression in 43, and arithmetic in 44. In posttest, good results with statistical significance (p<0.05) were found in attention in 33, copying in 27, reading in 24, arithmetic in 15, and spelling in 12 children. Definite improvement was noticed for 33% of students with significant association with age and not IQ score of the child.Conclusions: This study shows that remedial teaching can bring about significant changes in academic skills namely attention, copying, reading, arithmetic, and spelling. 33% had definite improvement in 4 or more domains. The improvement in academic skills following remedial teaching was dependent on the child’s age and not on IQ score.
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Yang, Yu-Fen. "Developing a reciprocal teaching/learning system for college remedial reading instruction." Computers & Education 55, no. 3 (November 2010): 1193–201. http://dx.doi.org/10.1016/j.compedu.2010.05.016.

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Wu, Weishen, Yi-Ting Yu, Muhammad Ashar, Triyono Indrasiwi Kuncoroaji, and Vertic Eridani Budi Darmawan. "Applying Augmented Reality to Chinese Radicals Learning: A Remedial Teaching Experiment in an Elementary School." International Journal of Interactive Mobile Technologies (iJIM) 16, no. 05 (March 8, 2022): 81–90. http://dx.doi.org/10.3991/ijim.v16i05.28983.

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In the regions of Chinese as the first language, children with backward Chinese characters ability are more likely to give up reading the subject content of long texts, which affects their learning in the long term. This study applies augmented reality (AR) to develop a remedial teaching model for Chinese radical recognition and assesses its effectiveness on underachieved students at an elementary school. Based on several Chinese characters that were easy for children to confuse radicals, an AR app for Android was developed and installed in tablet computers. The remedial teaching model involves students to use AR app to scan radical cards and trigger animations introducing the evolution of radicals. Students can practice Chinese character writing on the tablet computer's screen. With the multiple stimulus of AR, the teacher lead students collaboratively complete the worksheets. To assess students' learning outcomes, a quasi-experimental approach was administrated to 8 second grade students who had backward Chinese literacy, in which qualitative and quantitative data were collected. Results showed this remedial teaching model improved the disadvantaged students’ recognition accuracy on Chinese characters and flips their motivation toward Chinese characters learning. During the remedial teaching program, use of AR was effective to get students more attentions and impressions on Chinese radicals. Finally, Implications for Chinese characters teaching practices are discussed
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Dissertations / Theses on the topic "Reading Remedial teaching Victoria"

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Miller, Lynne Dee. "The teaching/learning of reading in reading resource rooms: An exploratory study." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184457.

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The purpose of this study was explorative, descriptive, and generative. Through systematic observation, interview, and analysis procedures, the researcher addressed the following questions: (1) What occurs in the reading resource rooms visited related to reading teaching/learning? (2) What variables, grounded in the collected data, appear to be core (grounded theory terminology) to reading teaching/learning in the reading resource rooms visited? (3) What substantive research questions related to the teaching/learning of reading can be generated from the data collected? The procedures for data collection and the methods of data analysis were based on grounded theory methodology. Grounded theory methodology provided a means for dealing systematically with descriptive, qualitative data. The data were comprised of (1) written field notes of observations made in seven pull-out reading resource rooms and (2) transcriptions of follow-up tape recorded interviews with teachers from these resource rooms. Observations were made during morning hours on consecutive days in seven (7) pull-out reading resource rooms primarily serving students in the 4th through 6th grades. A few 3rd grade students were also being served. All students were part of the school district's Chapter 1 reading program. Exit interviews were conducted with each reading resource room teacher after completion of observational data collection in all seven resource rooms. Findings and conclusions included the presentation of substantive descriptive details and their conceptual analysis; the discernment of core and salient variables related to the teaching/learning of reading in the reading resource rooms visited; and, the identification of substantive areas for further research.
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Hynes, Myrna. "Chasing fireflies : understanding struggling readers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0034/NQ64580.pdf.

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Handerhan, Eleanor Casagrande. "Reading instruction as defined by "successful" teachers and their first grade students within an early intervention program." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1239368859.

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Swain, Claudia Jones. "Stress as a Factor in Primary Schoolchildren's Reading Difficulties: Some Implications for Remedial Reading." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc332139/.

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Stress is being linked increasingly to physiological, psychological, sociological, and educational problems. However, scant attention has been given to stress in recent reading research. This study investigated referral and evaluation statements and diagnostic data from parents, teachers, reading specialists, and counselors regarding signs of stress and potential stressors as factors in the reading difficulties of seventy-seven primary schoolchildren referred for evaluation at the pupil Appraisal Center (PAC) at North Texas State University between 1977 and 1984. Qualitative methods, specifically situational analysis, were employed to obtain a holistic view of each subject's reading difficulties. The researcher collected data from documented files at PAC. Data analysis via a categorical coding system produced thirty-nine stress related categories, organized under broad headings of family and school environment, readiness for reading/ learning, general stress reactions, and responses to stress when reading/learning becomes a problem.
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Foley, Christy Lee. "THE USE OF PREDICTION BY JUNIOR HIGH REMEDIAL READERS IN INDIVIDUALIZED AND SMALL GROUP SETTINGS." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183911.

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The purpose of the study was to examine the use of a prediction technique during the reading of short stories with surprise endings. Investigated were the effects of instructional setting and content familiarity upon interest, overall reading comprehension, literal comprehension, and inferential comprehension. Verbal predictions and supportive evidence generated at the midpoint and prior the story climax was also examined. The subjects, 54 Chapter I remedial readers in a metropolitan school district in Tucson, Arizona, were randomly assigned to experimental or control groups. The study spanned three days. During this time, the students in the individualized treatment read three stories--one of familiar content, one of neutral content, and one of unfamiliar content. Each subject in this treatment generated hypotheses and support for predictions at both the story midpoint and climax. After each story, individual students completed an interest questionnaire and a comprehension assessment. Those in the group treatment followed the same procedure, with predictions and supportive evidence shared in a small group setting of three. Those in the control group read without predicting. The data analysis yielded these findings: (1) Overall comprehension and literal comprehension were not affected by the prediction treatment or story familiarity. (2) The control group surpassed the interest group on the number of inferential questions answered correctly; both the control group and the group prediction treatment subjects performed better than the individualized prediction treatment subjects on the inferential comprehension items. (3) Both the familiar and the neutral selection were more interesting to the students than the unfamiliar selection. (4) Interest scores for the control, familiar group were substantially higher than those for the group familiar treatment, the group, unfamiliar treatment, and the control, unfamiliar treatment. (5) A relationship did not exist between the interest scores and the total comprehension scores of the three stories. (6) Most predictions at the midpoint and prior to the story climax were inaccurate. (7) Predictions, though diverse, could be categorized into approximately 14 groups at the midpoint and 14 groups at the climax. (8) Most predictions were supported either with textual information or scriptal evidence; seldom were script and text ideas combined.
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Nel, Chantel Eve. "Exploring fathers’ reading involvement in a grade 4 classroom." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/12505.

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The state of education in South Africa is of nationwide concern and primary school learners are at serious risk of not learning to read. The lack of parental involvement in children's reading development is one of the main barriers to quality education. Mothers are customarily the parent who is most often involved in the reading development of children but there has been an increased interest in asserting more about how fathers are taking on the reading tasks of children. The focus of the study is on the involvement of fathers in the reading development of their children and aims to determine the fathers’ perceptions regarding their roles in the reading development of their children, the barriers that hinder their involvement as well as the benefits of their involvement. The literature review was done using Bronfenbrenner’s ecological systems theory as theoretical framework. A qualitative research design was employed using phenomenology as a research strategy. The research is underpinned by the interpretive paradigm and involved the fathers of grade 4 learners at a primary school in the Northern Areas of Port Elizabeth, South Africa. Data was collected from these fathers by means of questionnaires, group and semi-structured interviews and narratives. The main findings that emerged from the study revealed that fathers’ lack of support in reading development was embedded in the fact that they perceived their role as provider who underestimated their individual contribution. They acknowledged their participation in uncoordinated reading efforts whilst engagement with teacher and policy document were also findings that emerged from this study.
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Yeung, Shin-kam, and 楊善錦. "The effects of corrective feedback and strategy training on the reading comprehension of poor readers in Form one." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38626950.

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Fenn, Jean Campbell. "Reading recovery: An orchestration of literacy for the "at risk" first grader." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1284.

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Reading Recovery is a relatively new program in California as it was only introduced in 1991-1992 school year. Its growth in the last four years has been gratifying, but still there are many who do not know what Reading Recovery is and how it is different from the other programs that have been used to help children who are at risk. By design, Reading Recovery fits into an educational system and is meant to be something that children get in addition to their classroom learning. Each player in the educational system can contribute a part in the success of this program. For this reason, this media project was created.
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Day, Therese. "What does it mean to be a learning support teacher? : a life-history investigation of ten learning support teachers in the east-coast of Ireland." Thesis, n.p, 2002. http://dart.open.ac.uk/abstracts/page.php?thesisid=104.

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Callaghan, Fiona. "Year one children's literacy behaviours and perceptions of literacy learning in the classroom and reading recovery contexts." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/740.

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This study investigates the ways in which four Year One children engage in the literacy events of their regular and Reading Recovery classrooms. It explores how these children perceived their beginning reading instruction and possible relationships between the children's perceptions and the ways in which they ‘did' literacy in each setting. The study draws on research in beginning reading instruction from both a psychological and socio-cultural perspective, as well as research into withdrawal programs for children experiencing difficulty in learning to read and the Reading Recovery program itself. A case study approach was used in this study and data collection methods included videoetaped observations of the children in their two classrooms, interviews and examination of artefacts. Observation data was categorised into two main groups of reading and writing behaviours and literacy related behaviours. Results showed similarities in the children's reading and writing behaviours across the two settings, with some differences noted in their literacy-related behaviours from one setting to the other. The differences were particularly marked in the children's dispositions to literacy learning, with two of the children showing a more active learning stance in Reading Recovery than in the classroom setting. These results are interpreted in light of previous research literature on classroom learning, continuities and discontinuities between classroom and withdrawal settings, and the effectiveness of the Reading Recovery program. It is suggested that while the withdrawal reading program may assist children to develop their reading and writing skills it may not necessarily develop in children an active learning stance and a positive disposition for literacy learning. The study points towards the need for both classroom and withdrawal teachers to work collaboratively to carefully monitor the individual reading and writing behaviours, literacy learning behaviours and learning stances of at-risk Year One children.
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Books on the topic "Reading Remedial teaching Victoria"

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J, Walker Barbara. Remedial reading. Washington, D.C: NEA Professional Library, 1990.

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1933-, Merritt King, ed. Remediating reading difficulties. 2nd ed. Madison, Wis: Brown & Benchmark Publishers, 1996.

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Crawley, Sharon J. Remediating reading difficulties. 3rd ed. Boston: McGraw-Hill, 2000.

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1933-, Merritt King, ed. Remediating reading difficulties. 4th ed. Boston: McGraw-Hill, 2004.

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1933-, Merritt King, ed. Remediating reading difficulties. 5th ed. Boston: McGraw-Hill, 2008.

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Remediating reading difficulties. 6th ed. New York: McGraw-Hill, 2012.

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Teaching reading to struggling learners. Baltimore: P.H. Brookes Pub., 2005.

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Teaching the struggling reader. Boston: Pearson, 2010.

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G, Davis Beth, ed. The remedial reading handbook. Englewood Cliffs, N.J: Prentice-Hall, 1985.

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V, Zintz Miles, and Zintz Miles V, eds. Corrective reading. 6th ed. Dubuque, IA: Wm. C. Brown, 1990.

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Book chapters on the topic "Reading Remedial teaching Victoria"

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Tansley, A. E. "The teaching of phonics." In Reading and remedial reading, 46–55. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003290841-7.

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Tansley, A. E. "The teaching of spelling." In Reading and remedial reading, 56–59. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003290841-8.

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Tansley, A. E. "Phonic readiness and the beginnings of phonic teaching." In Reading and remedial reading, 38–45. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003290841-6.

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