Republic of the PhilippinesBulacan Agricultural State College

Pinaod, San Ildefonso Bulacan

Written Reportin

Remedial Instruction in English

Reporter:

Ma. Kristina F. VinuyaBEED I-A

Professor:

Dr. Alicia SP. Gomez

Working with Problem Readers

A study of problem readers, then, must include the reality that classroom teachers not only are in the best position to help students, but also are professionally responsible to continue the education of the students as in intelligently and efficiently as they can.

Characteristics of Problem Readers

1. They do not read as well as their abilities indicate they should. They should not be judged by their reading skills in relation to their grade levels in school, but rather in relation to their potentials.

2. Students may be considered problem readers when, with the exception of a specific skill deficiency, all other measures of their reading are up to their levels of potential.

3. Students also may be considered problem readers when, in spite of reading skills in good relationship to their potential, they lack the desire to read.

Ramifications of the Reading Problem

Problem readers are not only a problem to themselves but eventually cause problems in school and at home.

In SchoolIn school, where students often are pressured to achieve a certain grade level of performance, problem readers are source of never ending disappointments. Teachers may react by giving up on them or by feeling that they are indifferent, lazy or troublesome. Frustration by the rejection and the labels which they have received; problem readers either cannot or will not work independently.

Not at all problems readers become school dropouts; however, the strained school-pupil relationship increases dropout possibilities. Psychological dropouts are in every school; they generally create problems for both the teacher and students who are there to work.

With PeersPeers often treat them kindly, it is not uncommon for problem readers to be teased and taunted. They are not with the “in” group and are often found alone at play as well as in the classroom. Rejection encourages them to seek companionship with others in the “out” group. A further complication is problem readers’ repetition of grade, which places them one year behind their peers.

With ParentsParents become anxious when their children are not succeeding in school. They may try to solve the problem by urging or forcing the children to make greater efforts. Students are not blind to this shame and rejection, and they too will look for someone to blame.

By observing problem readers, it can be concluded that ramifications of their problems are felt not only by themselves but also by the school, peers, and family. Their inability to solve their own problem causes the future to look dark indeed.