Instructional Methodology
1. Verify the pronunciation of critical words in the text to be read or discussed, using the
backward phonological approach. (We must also verify that students know the common words that
appear in the text as well, as many students are below grade level.)
2. Give students a thesaurus-style definition of the word (a one-word or not more than a two-word
definition). This is called an "operational definition," meaning that as the word appears in
the content or in discussion, the student will have an immediate memory reference and will
therefore understand what is conveyed.
3. Drill and practice the word structure by spelling the word from the back portion of the word
several times. (This is to be done with calculated rhythm - not fast.) Then repeat this step from
the front of the word. (This method is powerful for phonologically based as well as
non-phonologically based words.)
4. Give the students a reading passage (one page or a half-page)on relevant content and ask simple
to complex questions that involve inference, factual, interpretational, conclusive, main idea,
etc. skills.
5. This process or methodology may appear time-consuming at first. However, as students become
more familiar with the process, automaticity emerges and they will self-initiate the strategies at
school and at home.
Note: Traditional remediation systems (after-school programs, tutoring, etc.) have not been
as effective as desired at moving academic achievement forward among historically underperforming students.
The best approach is to infuse learning methods into instruction during the regular school day,
when opportunities to engage students are prime. Reading comprehension is the target area for
this systemic approach simply because it is the gateway skill upon which the acquisition of all
other knowledge rests.