How is the

Reading

Recovery Session

Conducted?

A typical tutoring session is an intimate situation

where tutor and child sit side by side,

reading/writing collaboratively. The session

includes the ff. components in the order suggested

by Marie Clay.

1. Re-Reading familiar books

-The child reads aloud books he has read

before. This gives the child the chance to

engage in fast, fluent reading. He does not

have to work so hard so that the reading

process breaks down. And he gets a

feeling of success.

2. Re-Reading yesterday’s Book

-The child re-reads the book he read for

the first time the day before. He is not

expected to read it with complete

accuracy, but he does not have to

struggle anymore. This also gives the

tutor the chance to do a running

record.

3. Letter Identification Activity

- If the child has very low letter

knowledge, he has encouraged to use

plastic letters and a magnetic board to

form words and engage in word

analysis. Otherwise, more time is spent

on writing.

4. Writing a Story- The child compose 1 or 2 sentences.

Assisted by the tutor, he writes it on the

lower half of a blank sheet. The top half is

used for working on words he misspells. The

tutor invites him to say the word slowly and

predict the letters that present the sounds.

He learns to make links between letters

and sounds. Then he asked to read his

story aloud.

5. Arranging Cut-up Story- The child may dictate anothersentence, as the tutor quickly writes inon a strip of paper, then cuts it apart forthe child to resemble. He may beasked to paste the pieces on a sheet ofpaper. The written message is readaloud. He may also asked to copy theresembled sentence.

6. New Book Introduced

- Everyday is new book is introduced to

the child. Tutor and child talk about the

pictures, page by page. Through oral

language, he gets to know the storyline,

important ideas and some of the

language of the story.

7. New Book Attempted

- The child is now encouraged to read

the new book aloud. This is placed at

the end of the tutoring session because

each previous activity should have

encouraged him to work on his own

problems and engage in problem-

solving.

COMMON READING

DEFICIENCIES

Lack of vocabulary or inability to

give meanings of words

Inability to appreciate the general

significance of a selection

Inability to follow precise direction

Inability to grasp the thought of the

selection

Disabilities in Oral Reading

1. Inadequacy of

phrasing

2.Word-by-word

reading

3. Ignoring

punctuation

4.Habitual repetition

5.Omissions

6. Lack of impression

7. Poor enunciation

8. Strained voice

9. Stammering

10. Reversed and

confused symbols

11. Substitution of

words