Reading intervention for readers with reading deficiencies PDF Print E-mail
Wednesday, 23 April 2014 11:26

By DR. EDGARDO A. FALCATAN

 

Reading means many things to many people. It can be the most rewarding preoccupations of the individual, expanding his horizons and making it possible for him to partake of man’s accumulated experiences and achievements through the ages. It is an active dialogue between the author and the readers, and is the basic tool for learning in all subjects. It is a skill that helps man to discover the answers to questions about existence. Reading stimulates an individual to  further efforts to unravel the mysteries of nature. Moreover, it takes man into the world of thought and imaginations, an adventure which enables him to acquire a clearer , deeper understanding of reality.

The amount of reading children are expected to do can be daunting. However, they can learn how to prepare themselves in advance and find ways to make the going easier. What appears to an impossible becomes possible when became an active reader. ...that is what they need to find out —taking a strategic and critical approach, and then selecting readings that relates to their needs.

Studies done by the National Assessment Education Progress Report ,a considerable number of pupils have not acquired basic reading skills, although is certainly one of the most fundamental skills that permit a person to survive and thrive in an ever- growing  technology society. Essentially, one of the main goals  of the education is to help students move from a learning to read  stage to a reading to learn stage.

In spite general forms of instructions, still some individuals have difficulty acquiring the fundamental reading skills necessary to be in position to read to learn. Many of these students ‘ needs are unmet due to insufficient. Types and amounts of reading instruction . Our government especially the Department of Education spends considerable time generating reasons why a particular student has difficulties learning to read. Phonological deficit, processing speed or orthographic processing deficit and comprehension deficit are some of the reading disabilities identified and encountered by most teachers

Since one of the concerns of the DepEd. Is to promote, develop, and demonstrate competencies in helping students uplift their cognitive and academic skills through data-based decision—decision making activities, thus, the latter is still struggling to combat the dreaded plaque....”Reading Disability” and to improve reading skills and critical thinking instead, as they go through the process.

Reading intervention then is intensely recommended to be integrated in all language disciplines and strongly be reinforced by language  teachers integrated in each subject area. To be an effective language and reading teacher,  he must make use of varied interventions that caters the needs of the children...In teaching reading, learners must be exposed on the following interventions:

a. Letter Sound Intervention- This intervention is designed to improve reading accuracy for beginning reading.

b. Peer Tutoring-This is used to established accuracy and fluency in beginning reading skills.

c. Reading comprehension intervention is designed to improve reading comprehension skills.

d. Nuclear Reading Intervention for first and second  graders emphasizes in the improvement of reading fluency.

e. Nuclear Reading Intervention for Fluency and Accuracy. This is similar to Nuclear reading Intervention but is appropriate for students who are reading at a  lower level  who need to build accuracy for high frequency sight words.

f. Building Accuracy in High Frequency Sight Words-  This is taught to improve reading accuracy for high frequency sight words.

These reading interventions when used will surely find solutions if not to eradicate  but at least to lessen reading disabilities. This will pave way to make our children readers....and when they are already readers....they will begin to love and enjoy reading, they will develop good taste in reading, they will start to read not only to be informed but to find satisfaction and enjoyment for they had also developed self-esteem through reading.

If at first “ THEY LEARN TO READ”, now it is “THEY READ TO LEARN”. This only implies that reading disability can still be remediated, it can be prevented, and it is not far from possible that reading disability can be eradicated if and only if teachers will take this as a big challenge on their parts. So teachers....let’s go forth and teach ...let’s do are greatest mission...let’s make every child a reader.