Reading Remedial for Non Readers and Slow Readers A. Introduce the Reading Remedial Program 1.

The goal of the Reading Remedial Program is to provide school children with basic foundations for reading with the assistance of teachers or tutors. It aims to help children read and understand simple words and sentences. Moreover, it aims to reduce the number of nonreaders and poor readers by being able to bring to students to a level where they can begin to read and comprehend on their own. 2. Assuming that the students have already been identified as non-readers and poor readers, the first step is to assess their ability by administering 2 Diagnostic Tests. a) The Alphabet Recognition Test b) Dolch Sight Vocabulary Test 3. Simply, administer the Alphabet Recognition Test to determine the childs mastery of the alphabet. Please see the table below for a step by step guide in administering this test. Please distribute the following materials: Guide to Using the Alphabet Recognition Sheet, Alphabet Chart, Alphabet Recognition Sheet.
Guide to Using the Alphabet Recognition Sheet 1. Give the student the Student Alphabet Chart 2. Ask the student: What are these? 3. Draw the students attention to each letter across the line and ask: What is this one? 4. Ask one of the following questions if the student does not answer: Do you know its name? What sound does it make? Do you know a word that begins like that? 5. Record student responses on the Alphabet Recognition Sheet. 6. Count as correct if the letter name, sound or a word beginning with the letter was given. 7. Total the correct uppercase and lowercase letters identified and record in the comments section any observations during the completion of the task.

4. The Dolch Sight Vocabulary Test is a list of 220 words that appear frequently in written English. By learning this list, students will gain a good foundation for developing their reading skills. Students are assessed on the number of words they are able to recognize and classified under five reading levels as shown in the table below: Grading the Dolch Sight Vocabulary Test Word Recognition Accuracy Level 0 -75 words Pre-primer 76 120 words Primer 121 170 words 1st Reader 171 210 words 2nd Reader 211 above words 3rd Reader Please distribute the following materials: How to Administer Dolch Sight Vocabulary Test, Dolch Basic Sight Words, Dolch Record Sheet.

MECHANICS 1. There should be two copies of the DOLCH Sight List per class one for the Tutor and the other copy for the pupil. The Tutor uses a Class Record Sheet to log the pupils scores (see sample). 2. The Tutor who conducts the test should not be the adviser or moderator of the class. 3. Test the pupils individually. Dont let the others hear what he is reading. 4. Each pupil is told to say the words he knows/recognizes. Move from top to bottom on each column. 5. Please note that each pupil can only read from the list for 20 MINUTES. Time starts only after the pupil affirms that he understands all the instructions of the tutor. 6. The Tutor tallies the number of correct responses of each pupil in the Class List. Add comments on the side whenever possible, such as He makes much of his phonics or He goes very slowly. CRITERIA 1. FOR CREDIT If the pupil can pronounce the word at sight. If he corrects himself immediately after miscalling in and then pronounces it correctly. 2. FOR NO CREDIT If he miscalls the word then after reading another word correctly, he comes back and reads the previous word correctly. If he miscalls the word and makes trials before getting the correct one. If it takes him more than 15 seconds to call the word.

5. Advise the Cornerstone Tutors to work with the students who belong to the same reading levels (i.e. all tutees are pre-primer). Note that the Alphabet Recognition Test and the Dolch Basic Sight Vocabulary Test will be repeated before the 1st semester (mid-year) and 2nd semester end (year-end). 6. For the Lesson Proper, please refer to the available materials: Guide for Helping Children Read Part 1 and Part 2; and, the Ready, Get Set, Read! Big Book. Please go through all the topics in the Guide for Helping Children Read Part 1 before proceeding with Part 2 and the Big Book which will be used together. Please distribute the following materials: Guide for Helping Children Read Part 1 and Part 2; and, the Ready, Get Set, Read! Big Book B. Tell the Cornerstone Tutor that during the first session: 1. They should be able to establish rapport with the students assigned to them. Getting to know you activities will be useful. 2. They must be able to describe the program in general terms to the assigned public school student(s) time, schedule, meeting place, how the session will flow, what to bring each time, etc. 3. The Cornerstone Tutor must introduce to the public school student(s) his colleague who will take over when he is absent. Regularity of area insertion sessions is important. Each tutorial session must take place as scheduled every Saturday. a) the Cornerstone Tutor should go to each tutorial session every Saturday unless it is not possible for him to do so. On such occasions, he must endorse the assigned public school student(s) to a colleague

b) the public school students should come every Saturday unless it is not possible for him to do so. It is important for the Cornerstone Tutor to develop a strategy that will influence the assigned public school student(s) to want to come on each Saturday. 4. Baseline information is important. The Cornerstone Tutor must use the available diagnostic tools to determine the starting point for each public school student. They should record the results on the CORNERSTONE Notebook. 5. As this is primarily an educational intervention, the CORNERSTONE Tutor must exert effort to talk about the value of education. It would help to come prepared with an inspiring story, including perhaps, giving the public school student(s) a picture of the person you told him about. C. Summarize by stating that: 1. Our goal is to increase level of reading proficiency in public school students through these supplementary weekly tutorial sessions.

2. The strategy is to improve the students mastery of the different topics through assessment and practice. 3. With such an important task on hand, two things are crucial: a) That rapport is established between the CORNERSTONE Tutor and the assigned public school student(s). b) That each tutorial session takes place as scheduled every Saturday 4. It is important to come prepared every Saturday, with a carefully crafted exam on a particular topic. Try to see whether the students assigned to you are weak (and therefore will be needing lots of repetitive exercises) or fast (and therefore will be needing a lot of challenging questions). 5. Each area insertion session must be a step towards the goal for the school year. Hence, each Cornerstone Tutor should come prepared for each session and use the session productively. It would be a great boost to handle each session diligently, passionately and cheerfully. D. Requested Output at the End of the School Year: Kindly consolidate the following for each Cornerstone Public School: a) Masterlist of Cornerstone Students; b) Attendance Record of Cornerstone Tutors, Cornerstone Tutees and Cornerstone School Coordinators; c) Performance Record of Cornerstone Tutees on the Alphabet Recognition Test, Dolch, Exercises and Quizzes (kindly include all scores and recorded observations for each Cornerstone Session) d) A short testimony composed of 5 sentences to describe the growth (or lack of growth) of the public school student(s) assigned to you this school year and the factors that contributed to this growth (or lack of growth). e) What surprised you the most about your CORNERSTONE experience in a public school? f) Use 10 sentences to describe your CORNERSTONE experience this school year. What