INTRODUCTION

Under the trend of the new world in which it paved way to globalization, and integration Education is

seen as a collective and united endeavor in which the Philippines may parallel to other countries. with these

English has become the international language that links the whole world together. For an individual, having

adequate English competence is not only the basic requirement for pursuing careers or job promotions, but

also a means of obtaining latest knowledge and expanding horizons. For a nation, the English competence

of its people has a great influence to its competitive advantage.

With the diverse learners and their background a school has, there are still student who somehow

fall behind other learners. To ensure these students not to be left behind, additional support such as remedial

instruction is necessary and effective (Sheu, Hsu, & Wang, 2007; Yu, 2008). The goal of remedial instruction

is to provide low-achieving students with more chances to reinforce the basic knowledge in common subjects

so that they can meet minimum academic standards.

In an interview with Ms. Sally Valenzuela, a language teacher and a remedial instruction teacher at

San Miguel Rural Development High School, she shared existing issues in the teaching of remediation to

students to the said school. The following are;

1. Lack of teacher training and seminars for remedial instruction teachers

2. Lack of materials and referrences

3. Student factor in which students shows no intention of going to the remedial class

4. Schedule of the remedial class

 DISCUSSION

It is important to first understand Remedial instrution and the process underlying it. Remedial

instruction is a type of clinical teaching. It is a “spiral process of assessment—instruction—re-assessment”

(Tseng, 2008, p.9). The subjects are targeted at low achievement learners, or under-prepared students. After

the teacher diagnoses students’ learning difficulties, a remedial course will be designed in accordance with

students’ needs.

Thus, remedial programs are provided to help these students compensate for the insufficient learning

in previous academic settings so that they can “gain the skills necessary to complete college-level courses

and academic programs successfully” (Weissman, Silk, & Bulakowski, 1997, cited in Zhai & Skerl, 2001, p.1)

In this undertaking, it is important that teaching institution must give high importance some factors in

the remediation of students like teacher, the materials, etc.

In Wresponse with the existing issue in remediation which is the scarcity of training and semnars for remedial

instructors, Marilyn Nederveld in his article The Effective Remedial Reading Program, he said that an

effective remedial reading program is one that is directed by a highly trained remedial instructor and has

gained the cooperation and support of teachers, administrators, and parents.

Furthermore he added that to have an effective remedial program it should be based on planning

that considers teacher. The effectiveness of such a program is achieved only by long range planning in which

everyone involved is made cognizant of the aims and objectives of the program.

Planning may begin by securing a reading teacher who is well equipped in three areas of the remedial

program. That is, a teacher who knows how reading can best be taught to all children with. A person so

trained fits into the plans of any particular system and is of value in all these different ways.
 And then the teacher takes initiative in offering the instruction, and an evaluation will be conducted

during and after the implementation of the remedial instruction to examine the actual effectiveness of the

course.

It is also important to understand the type of strategies and methodologies in remediation is different

from an ordinary class discussion, therefore it also needs a special training.

Mrs. Valenzuela added that she has attended one semeinart tackling reading, but it was two years ago,

since then she has not seen or remembered any training that was given to remedial teachers.

Remedial programs are usually offered during normal school hours; however, more and more schools offer

after-school and summer-school programs. Programs implemented after school or in summer are reported

to be more successful as students do not have to miss the normal classroom instruction while attending the

remedial course (Allington & Bennett, 2009).

The remedial teacher must determine the goals of the program, the criteria for selecting students,

the methods and materials she will use, the method she will employ in introducing the program to the faculty,

and the manner in which she will assign the students to the program.

Unlike other general subjects, remedial instructions will obviously need will utilize in instruction will

also be of a different nature than those utilized in the comprehensive classroom. Books must be available

which are low in reading difficulty and more advanced in interest appeal, (Nederveld, 1967).

It is evident that people learn differently and at different paces because of their biological and

psychological differences (Reiff, 1992). Clearly, learning styles include not only the cognitive domain, but

also the affective and physiological domains (Oxford, Hollaway, & Horton-Murillo, 1992).

It has been pointed out that lessons should be presented both visually and verbally and reinforced

through various motivating language activities such as reflective reading and writing. In this way, students

can learn in ways that best suit their styles and develop their modality strengths (Kroonenberg, 1995).
 Therefore, it is important for a remiedial teacher to be equipped with such trainings and be able to

utilize materials special for remediation.

The training of the teacher as a remedial class teacher directly affected the knowledge students

might gain., Yang et al. With respect to the learning strategies training program, it aims to help students

become more effective and efficient learners by teaching them thinking, learning and self-management

strategies.

Furthermore, Ms. Valenzuela added that she experienced problems when it comes to the schedule

of remediation. She said that remediation happens after class usually 4:00 PM- 5:00 PM. However at this

hour the students can only reach by as much as 1/4 of the population of the class. Thus making the

remediation harder because the students who needed remediation are the ones that are not coming to school.

Remedial programs are usually offered during normal school hours; however, more and more

schools offer after-school and summer-school programs. Programs implemented after school or in summer

are reported to be more successful as students do not have to miss the normal classroom instruction while

attending the remedial course (Allington & Bennett, 2009).

BIBLIOGRAPHY:

Allington, R. & Bennett, S. M. (2009). Remedial Education. Retrived December 1, 2009

from encarta.msn.com/encyclopedia_761586253_2/remedial_education.html

Kroonenberg, N. (1995). Meeting language learners sensory-learning style preference.

In J. Reid (Ed.), In Learning Styles in the ESL/EFL Classroom. Boston, MA:
Heinle and Heinle Publishers.

Oxford, R., Hollaway, M., & Horton-Murrillo, D. (1992). Language learning style
and strategies in the multicultural, tertiary L2 classroom. System, 20, 439-456.

Reiff, J. (1992). What Research Says to the Teacher: Learning Styles. Washington, DC:
National Education Association

Sheu, C. M., Hsu., L., & Wang, P. L. (2007). The effects of an English remedial course in a
Technical University—A case study of KUAS. Studies in English Language and
Literature, 20, 25—38.

Tseng, Y. W. (2008). Effects of using the learning station model as a phonics remedial
program in an elementary school. Master thesis, National Pingtung University of
Education, Pintung, Taiwan.

Tackling Issues Among Remedial Class

Students: A Problem-based Approach
Anson Yang, Joei Cheung, Carol Chung, Josephine
Mak, and Vivien Tam
Pui Ching Middle School, Hong Kong

Reading Horizons
Volume 7, Issue 2 1967 Article 7
JANUARY 1967
The Effective Remedial Reading Program
Marilyn Nederveld_