Drummond (2005) highlighted some positive news for teachers with students experiencing reading difficulties. The author believed that ninety to ninety five percent of students with reading difficulties can become functional readers with the appropriate early intervention. However the question is who can make a qualified judgment about the remedial needs of a student which will be recognized by the Ministry of Education (MOE).
Students with special needs writing the National Test and the Secondary Entrance Examination have been allowed extra time on the basis that there was documented proof of their abilities or lack thereof over time. The Dyslexic Association of Trinidad and Tobago positive diagnosis of students, according to some affected teachers, no longer can qualify these students for concessions.
The goal of education is to prepare our students to be functional, responsible citizens nationally, regionally, and globally. Reading is the tool to achieve this goal. It is then our responsibility as teachers to gauge our students learning and to advise parents as early as possible about necessary intervention. Intervention should cater to the needs of that particular student and should not be misinterpreted for general class lessons.
Of course, accurate diagnosis is imperative to determine the remediation the student needs to support learning. The next step is ensuring that the remediation needed is received to increase skills in reading. However, the natural abilities of the student must be incorporated into the remediation process so that it would be more effective. Encourage parents and guardian to be involved in the process and complement the learner for achievements big or small.
Lastly, encourage the learner to be actively involved in his or her achievements. Have discussions about exercises and allow him or her to share any anxieties, confusions, and interesting points. Engage the student in goal setting with regular reviews to ensure that they are being met.
Helping Struggling Readers
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