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What Should You Look for in a Remedial

Reading Program?
Remedial reading programs should be research-based and implemented with fidelity by
teachers who have received sufficient training. The instruction should be explicit and should
move sequentially from the simplest concepts to the more complex. Instruction should be
consistent and intensive with teacher modeling, guided practice, and independent practice.

What is Remedial Reading?

The term remedial refers to correcting or improving deficient skills in a specific subject.
Thus, remedial reading is a change in instruction that helps remedy a weakness in the area
of reading.

How Should Remedial Reading Be Taught?

Here you can find information on the research,
implementation strategies, teacher training, and the
suggested instructional framework for the Reading
Horizons remedial reading program:

Remedial Reading Research

The Effectiveness of Reading Horizons as an

Intensive Remedial Program
How Reading Horizons is a Brain-Based Strategy
Reading Horizons Me…
Research Substantiates Reading Horizons
Methodology
How Reading Horizons Works for Students with
Dyslexia
Teaching Adults and Young Adults with Reading Horizons
Method Overview
Reading Horizons in Practical English-Language Teaching
Learn more about our
research-based, proven
Strategies for Teaching Remedial Reading methodology ›

Learn research-based strategies for teaching remedial reading with Reading Horizons Online
Reading Workshop. Every educator can complete the Workshop during the free 30-day trial.
The Workshop can be saved and paused at anytime.

Suggested Instructional Framework

Once you are empowered with effective strategies for teaching remedial reading, here is
Reading Horizons suggested instructional framework for introducing each strategy to your
students:

1. Review (2-4 min.)

Give a quick review of the skills taught the day before, and connect it to the new
information.

2. Teacher Modeling (5-10 min.)

Model the new concept with explicit, visual instruction. Think out loud.

3. Guided Practice (10-15 min.)

Guide students through concrete, hands-on practice that reinforces the new concept. This
can be accomplished through dictation, the use of RLCs, and other group activities.

4. Summarize and Reflect (2-4 min.)

What have we learned? How can we use this?

5. Independent Practice (5-10 min.)

Students practice the skills learned, independent of teacher or peer guidance. This can be
accomplished through RLCs, Student Workbook pages, and/or software lessons.

6. Application

Remind students to pay attention to words that follow the skill(s) taught as they read.

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