Remedial Approaches to Reading Problems

Learning disabilities pinpointed reading as one of the two problem areas to receive the most attention. Approaches Kirk and Kirk ProgramThis model deals with a wide range of language behaviors; yet Kirk places the emphasis for diagnosis upon achieving careful discrimination of the particular language task that needs remedial attention. Gillingham and Stillman Program Gilingham and Stillman Formulated a program based upon Ortons hemispheric dominance theory,

which is an example of a much more narrowly focused task and deficit area approach focusing on reading problems. The program is designed to be used with third-to-sixth-grade children who are diagnosed as learning disabled. Oriented toward helping the disabled child to understand and use phonics in learning to read. Activities consist of a series of logical sequences which are to be followed without any individual deviance or variation. Guidelines for remediation (!930s) established in three parts 1. Preremedial activities for the child and teacher 2. Work on reading and spelling with phonetic words 3. Work on word phonetics for reading but not spelling The program moves through a series of progressively complex phonetic experiences and activities. The program is really in no way a basic-process model.

 The Gillingham-Stillman approach uses six combinations of visual-auditory and kinesthetic (movement rather than touch modalities. These utilize all possible combinations of the three modalities in the translation of symbols in one mode into meaning in another. ) VAKT Method by Grace Fernald Focuses on techniques involving whole words rather than parts of words and puts more emphasis upon specific methodology. Fernald provides the learning reader with input through several sensory modes, utilizing tracing as an essential steps in the learning-to-read process. Steps in the VAKT technique utilized by Harris: The reader 1. sees the printed or written word; 2. hears the word pronounced by the teacher; 3. says the word in response; 4. hears himself say the word; 5. feels the muscle involvement as the word is traced; 6. feels the tactile stimuli from fingertips while tracing; 7. sees his own hand and fingers move in tracing the word; 8. hears himself pronounce the word while tracing it. 2 general methods 1. Analytic method- seeks to establish the etiology of the upset; relieve the pressure. 2. Reconditioning method- consist of ecological and situational manipulation

Reported by: Venus Grace B. Guiamsay BSE IV-A