Remedial Reading for Non-

Readers in La Suerte ES
-Mary Janie G. Bontuyan
 Remedial reading is an
extremely important class for
children who are struggling with
reading. Because these children
have difficulty reading, they
generally do not like it.
 To reach these pupils, it is
crucial for remedial reading
teachers to make reading fun
at the pupils' levels.
 This involves finding interesting
and lively reading materials, playing
games, using art and creativity during
class, providing success every class
period and rewarding students for
hard work.
 Remedial Reading in La Suerte ES
Some schools have remedial reading as a
pull-out program, and some have push-in
programs. In our school as one of the farthest
barangay in our Division and pupils there are
not fond of using gadgets and technologies for
additional learning in reading, we are told to
used the Pull-out program. Pull-out program is
necessary for some children to succeed in
reading.
SCHEDULE OF REMEDIAL READING
The remedial reading in La
Suerte ES was conducted three
times a week, every Monday,
Wednesday and Thursday at 3:30
to 4:30 in the afternoon. All non-
readers from Grades 1 to VI were
called every MWF.
 These were the activities conducted
during Remedial Reading in La Suerte E/S
with MOVS
Teacher MJ used differentiated
activities and strategies in teaching
reading to the non-readers so that
children will not get bored.
Group Activity as preliminary
PEER TUTORING
ONE PUPIL AT A TIME
BY GROUP WITH A READER LEADER
AS A LITTLE TEACHER
*The reading material used is from the Marungko Booklet
BY GROUP WITH A READER LEADER AS
A LITTLE TEACHER
*The reading material are pictures with CVC words
BY THREES WITH A READER
LEADER
*The reading material is a storybook written by the Teacher
 ACTUAL VIDEO OF THE TEACHER
CONDUCTING REMEDIAL READING
*The reading material are alphabets with picture which names start with the beginning sound
 The Remedial Reading are designed primarily to aid children who have
become retarded in reading. In applying these exercises the remedial teacher should
first determine the status of the child and whether these exercises are applicable to his
difficulties. In general, the exercises are most effective with children having the
following characteristics:
(1) the reading status of the child is below the fourth grade;
(2) the child has a severe special reading disability;
(3) the child is educable in sound blending;
(4) any extreme visual or auditory defects have been corrected;
(5) the child is motivated and cooperative.

In many cases cooperation may be difficult until some degree of success has been
attained.
REFERENCES

Borphy, Motivating Students to learn,

Boston: McGraw-Hill, 1998
J.Zubin, Some Effects of Incentives,
Contribution of Education, New York:
Teachers College, Republic of the Philippines