Chapter 13: Remedial Teaching
📖 PSTET English Language - Paper I & II
🎯 Chapter Overview
Welcome to the chapter that transforms challenges into opportunities! Every classroom has students who struggle—some with specific concepts, others with language learning itself. Remedial teaching is the systematic process of identifying these difficulties and providing targeted support to help every learner succeed. For PSTET aspirants, understanding remedial teaching is essential—it's not just about teaching well, but about ensuring no child is left behind.
In this comprehensive chapter, you will learn:
✅ What remedial teaching is and why it's essential in language classrooms
✅ How to identify learning gaps through diagnostic testing and error analysis
✅ How to plan and implement an effective remedial program for slow learners and those with difficulties
✅ Practical strategies and activities for remedial teaching in English
💡 PSTET Connection: The syllabus explicitly includes "Remedial Teaching" as a key topic . This chapter directly addresses this with theoretical understanding and practical classroom applications.
🎯 13.1 What is Remedial Teaching? Its Need and Importance
🔑 Defining Remedial Teaching
Remedial teaching is a targeted instructional approach designed to help students who are struggling with specific learning areas. It involves identifying the exact nature of a student's difficulty and providing focused, individualized instruction to address those gaps .
Key Characteristics of Remedial Teaching
| Characteristic | Description |
|---|---|
| Targeted | Focuses on specific identified difficulties |
| Diagnostic | Begins with understanding the exact nature of the problem |
| Individualized | Tailored to each student's needs |
| Systematic | Follows a structured plan |
| Temporary | Designed to help students return to regular instruction |
| Cumulative | Builds skills step by step |
📋 Remedial Teaching vs. Regular Teaching
| Aspect | Regular Teaching | Remedial Teaching |
|---|---|---|
| Focus | Grade-level curriculum for all | Specific skills where individual struggles |
| Pacing | Follows planned schedule | Flexible, based on student needs |
| Grouping | Whole class or large groups | Individual or small groups |
| Content | New material | Re-teaching of previously taught material |
| Approach | One-size-fits-all approach | Multi-sensory, varied strategies |
| Goal | Cover curriculum | Master specific foundational skills |
| Duration | Throughout academic year | As long as needed to bridge gaps |
❓ Why Is Remedial Teaching Needed?
The Reality of Diverse Classrooms
In any classroom, students learn at different paces and in different ways. Despite a teacher's best efforts, some students will fall behind. Reasons include:
| Reason for Difficulty | Explanation |
|---|---|
| Absenteeism | Missed crucial foundational lessons |
| Learning gaps | Previous concepts not mastered |
| Learning difficulties | Underlying conditions like dyslexia |
| Language barriers | English not spoken at home |
| Teaching mismatch | Instruction didn't match learning style |
| Personal factors | Health, family issues, stress |
Consequences of Not Providing Remedial Support
| Consequence | Impact on Student |
|---|---|
| Accumulating gaps | Each new concept becomes harder to grasp |
| Frustration | Repeated failure leads to discouragement |
| Loss of confidence | Student believes they "can't learn" |
| Behavioral issues | Acting out to hide difficulties |
| Dropout risk | Eventually, student may leave school |
📌 PSTET Key Point: Remedial teaching is not an option—it is an essential responsibility of every teacher to ensure all students achieve foundational competencies .
🌟 Importance of Remedial Teaching
1. Bridges Learning Gaps
Remedial teaching identifies and addresses specific gaps in learning, ensuring that students have the foundational knowledge needed for future learning.
2. Builds Confidence
When students receive help that actually addresses their difficulties, they experience success. This success builds confidence and motivation.
3. Prevents Cumulative Deficits
In language learning, each skill builds on previous ones. A gap in phonics will affect reading, which affects comprehension, which affects writing. Remedial teaching stops this cascade.
4. Addresses Individual Needs
Every student is unique. Remedial teaching recognizes that the same instruction doesn't work for everyone and provides what each student needs.
5. Fulfills Educational Equity
The Right to Education Act emphasizes that all children have the right to quality education. Remedial teaching is a key strategy for making this right a reality.
6. Reduces Dropout Rates
Students who receive support when they struggle are more likely to stay in school and succeed.
📊 Who Needs Remedial Teaching?
| Category | Description |
|---|---|
| Slow learners | Students who learn at a slower pace but can master material with more time and practice |
| Students with learning gaps | Those who missed previous instruction or didn't master earlier concepts |
| Students with specific difficulties | Those struggling with particular skills (reading, writing, grammar) |
| Second language learners | Those whose home language differs from instructional language |
| Students with learning disabilities | Those with diagnosed conditions like dyslexia (with appropriate support) |
💡 Teacher's Note: Remedial teaching is not just for "weak" students. Even bright students may need remediation in specific areas where they have gaps.
🔍 13.2 Identifying Learning Gaps: Diagnostic Testing and Error Analysis
🔑 The Diagnostic Process
Before you can help a student, you must understand exactly what the problem is. This requires systematic diagnosis—not just a feeling that the student is "weak in English."
The Diagnostic Cycle
┌─────────────────────┐
│ Observe students │
│ in regular class │
└──────────┬──────────┘
↓
┌─────────────────────┐
│ Identify potential │
│ difficulties │
└──────────┬──────────┘
↓
┌─────────────────────┐
│ Administer │
│ diagnostic test │
└──────────┬──────────┘
↓
┌─────────────────────┐
│ Analyze errors │
│ systematically │
└──────────┬──────────┘
↓
┌─────────────────────┐
│ Identify specific │
│ learning gaps │
└──────────┬──────────┘
↓
┌─────────────────────┐
│ Plan remedial │
│ intervention │
└─────────────────────┘📝 Diagnostic Testing
What is a Diagnostic Test?
A diagnostic test is a specialized assessment designed to pinpoint specific strengths and weaknesses in a student's learning. Unlike achievement tests (which measure what students know), diagnostic tests reveal how and why students are struggling.
Characteristics of a Good Diagnostic Test
| Characteristic | Description |
|---|---|
| Focused | Targets specific skills or content areas |
| Detailed | Provides information about specific sub-skills |
| Graded | Items range from easy to difficult |
| Revealing | Shows not just what is wrong, but why |
| Individual | Can be administered one-on-one if needed |
Areas to Diagnose in English Language
| Skill Area | Specific Sub-Skills to Test |
|---|---|
| Listening | Phoneme discrimination, following instructions, listening for details |
| Speaking | Pronunciation, fluency, vocabulary use, sentence formation |
| Reading | Letter recognition, phonics, word recognition, reading fluency, comprehension |
| Writing | Letter formation, spelling, sentence structure, paragraph organization |
| Grammar | Parts of speech, tense usage, subject-verb agreement, word order |
| Vocabulary | Word meaning, synonyms/antonyms, word usage in context |
🔬 Error Analysis: The Heart of Diagnosis
Error analysis is the systematic study of errors made by learners. It reveals the patterns in student mistakes, which in turn reveals the underlying learning gaps.
Types of Errors to Analyze
Based on our previous chapter's distinction between errors and mistakes, we focus on systematic errors—those that reveal gaps in competence.
| Error Type | Description | Example |
|---|---|---|
| Omission | Leaving out necessary elements | "He going to school" (missing 'is') |
| Addition | Adding unnecessary elements | "She doesn't knows the answer" |
| Substitution | Using wrong form | "I goed to the market" |
| Ordering | Incorrect word order | "Yesterday I to market went" |
| Blending | Combining two structures incorrectly | "According to me, I think..." |
Steps in Error Analysis
| Step | Action | Example |
|---|---|---|
| 1. Collection | Gather samples of student work | Writing samples, test answers, recorded speech |
| 2. Identification | Mark errors in the samples | Circle all grammatical errors |
| 3. Classification | Group errors by type | Tense errors, preposition errors, etc. |
| 4. Description | Describe the pattern in each group | "Student consistently omits -s in third person singular" |
| 5. Explanation | Understand why the error occurs | "Hindi doesn't mark third person singular on verbs" |
| 6. Remediation | Plan teaching based on findings | "Focus on third person -s with contextualized practice" |
📊 Sample Error Analysis Chart
| Student | Error | Type | Possible Cause | Remedial Focus |
|---|---|---|---|---|
| Raj | "He go to school" | Omission of -s | L1 interference (Punjabi) | Third person singular -s |
| Simran | "I have went" | Substitution | Overgeneralization | Past tense forms |
| Amrit | "Cat black" | Ordering | L1 word order | Adjective placement |
| Kaur | "She don't like" | Subject-verb agreement | Lack of concord rules | Subject-verb agreement |
🛠️ Tools for Diagnosis
1. Observation Checklists
| Skill | Observed Behavior | Yes | No | Notes |
|---|---|---|---|---|
| Reading | Can identify all letters | ☐ | ☐ | |
| Reading | Can sound out simple words | ☐ | ☐ | |
| Reading | Reads with fluency | ☐ | ☐ | |
| Reading | Understands what is read | ☐ | ☐ |
2. Informal Reading Inventories
Have the student read progressively difficult passages. Note:
Words misread
Self-corrections
Comprehension after reading
Reading speed
3. Cloze Tests
Remove every 5th or 7th word from a passage. Student fills in blanks. This reveals:
Vocabulary knowledge
Grammatical awareness
Context use ability
4. Writing Samples
Collect regular writing samples and analyze for:
Spelling patterns
Sentence structure
Vocabulary range
Organizational skills
5. Oral Language Samples
Record students during:
Picture description
Story retelling
Conversation
Analyze for fluency, grammar, vocabulary.
📋 Diagnostic Test Design: Example for Reading
| Section | What It Tests | Sample Item |
|---|---|---|
| Letter recognition | Knowledge of letters | Circle the letter 'b': a b d p |
| Sound recognition | Phoneme awareness | Which word starts with /b/? cat, bat, hat |
| Word reading | Sight vocabulary | Read these words: cat, house, teacher |
| Sentence reading | Reading fluency | Read: "The cat sat on the mat." |
| Comprehension | Understanding | What sat on the mat? |
📋 13.3 Planning and Implementing a Remedial Program
🔑 Principles of Remedial Planning
Once you have diagnosed the learning gaps, the next step is to plan a systematic intervention. Effective remedial programs are guided by key principles.
The 7 Principles of Remedial Teaching
| Principle | Meaning | Application |
|---|---|---|
| 1. Individualization | Address each student's specific needs | Different plans for different students |
| 2. Diagnostic approach | Teaching based on identified gaps | Focus on what student doesn't know |
| 3. Sequential | Skills taught in logical order | Phonics before sentences |
| 4. Multi-sensory | Engage multiple senses | See, hear, touch, move |
| 5. Repetition and practice | Ample opportunities to practice | Games, drills, repeated exposure |
| 6. Success-oriented | Build confidence through achievable tasks | Start where student can succeed |
| 7. Continuous assessment | Regular monitoring of progress | Adjust teaching based on response |
📝 Steps in Planning a Remedial Program
Step 1: Prioritize Learning Gaps
Not all gaps are equally important. Prioritize based on:
| Priority Level | Criteria | Example |
|---|---|---|
| High priority | Foundational skills needed for all future learning | Phonics, basic sight words |
| Medium priority | Important but not foundational | Past tense forms |
| Low priority | Can be addressed later | Complex punctuation |
Step 2: Set Specific Objectives
| Vague Objective | Specific Objective |
|---|---|
| "Improve reading" | "Student will read 20 CVC words (cat, dog, sun) with 90% accuracy" |
| "Learn grammar" | "Student will use -ed to mark past tense on regular verbs in 8/10 attempts" |
| "Write better" | "Student will write 5 complete sentences with subject-verb agreement" |
Step 3: Select Appropriate Materials
| Material Type | Examples | When to Use |
|---|---|---|
| Manipulatives | Letter tiles, word cards | Building words, sentence construction |
| Visual aids | Picture cards, charts | Vocabulary development |
| Games | Bingo, memory match | Engaging practice |
| Technology | Educational apps | Independent practice |
| Teacher-made | Adapted worksheets | Targeted skill practice |
Step 4: Plan the Instructional Sequence
| Stage | Focus | Activities |
|---|---|---|
| 1. Re-teach | Present skill clearly | Modeling, explanation, demonstration |
| 2. Guided practice | Practice with support | Teacher-led activities, group work |
| 3. Independent practice | Practice alone | Worksheets, games, application |
| 4. Application | Use in context | Reading, writing, speaking tasks |
| 5. Review | Maintain learning | Spiral review, games |
Step 5: Schedule Regular Sessions
| Aspect | Recommendation |
|---|---|
| Frequency | Daily if possible; minimum 3-4 times weekly |
| Duration | 20-30 minutes (attention span of struggling learners) |
| Grouping | Individual or small groups (3-5 students) |
| Timing | During school hours, not after school (to avoid fatigue) |
🏫 Strategies for Remedial Teaching
Strategy 1: Multi-Sensory Teaching
Engage multiple senses to reinforce learning.
| Sense | Activity | Skill |
|---|---|---|
| Visual | See the letter, picture, word | Letter recognition |
| Auditory | Hear the sound, word | Phonemic awareness |
| Kinesthetic | Trace letters in sand, form with clay | Letter formation |
| Tactile | Feel textured letters | Letter recognition |
Example for teaching the word "cat":
See: Show picture of cat and word "cat"
Hear: Say "cat" clearly, segment sounds /c/-/a/-/t/
Touch: Trace letters in sand tray
Move: Act out being a cat
Write: Write the word
Strategy 2: Chunking and Scaffolding
Break tasks into smaller, manageable chunks.
| Task | Chunked Steps |
|---|---|
| Writing a sentence | 1. Choose topic → 2. Think of ideas → 3. Say sentence aloud → 4. Write first word → 5. Continue |
| Reading a paragraph | 1. Look at picture → 2. Read first sentence → 3. Discuss → 4. Continue |
Strategy 3: Overlearning and Repetition
Students with learning difficulties need more practice than typically developing peers.
| Technique | Description |
|---|---|
| Spaced repetition | Practice spread over time, not all at once |
| Varied practice | Same skill practiced in different ways |
| Games | Practice through engaging activities |
| Daily review | Start each session with review of previous learning |
Strategy 4: Metacognitive Strategies
Teach students to think about their own learning.
| Strategy | Student Question |
|---|---|
| Self-monitoring | "Does this sound right?" |
| Self-correction | "Let me try that again." |
| Goal setting | "Today I will learn 5 new words." |
| Self-assessment | "Did I achieve my goal?" |
Strategy 5: Peer Support
| Approach | Description |
|---|---|
| Peer tutoring | A stronger student helps a struggling peer |
| Buddy reading | Pairs read together |
| Group work | Collaborative learning with mixed abilities |
Strategy 6: Positive Reinforcement
| Type | Examples |
|---|---|
| Verbal praise | "Great effort! You remembered the sound!" |
| Tangible rewards | Stickers, stars, certificates |
| Privileges | Extra library time, classroom helper |
| Celebration | Display work, share success with parents |
📋 Sample Remedial Lesson Plan
Student: Raj, Class 3
Diagnosed Gap: Cannot read CVC words (cat, dog, sun); guesses based on first letter
Objective: By end of week, Raj will read 15 CVC words with 80% accuracy
| Day | Focus | Activities | Materials |
|---|---|---|---|
| Monday | Short 'a' sound | 1. Introduce 'a' sound with picture cards 2. Blend 'a' with consonants: at, an, am 3. Word building with letter tiles: c-a-t, b-a-t 4. Read words: cat, bat, hat, mat | Letter tiles, picture cards |
| Tuesday | Short 'a' words | 1. Review 'a' sound 2. New words: fan, man, pan, can 3. Match word to picture 4. Read short sentences: "The cat sat." | Picture-word cards, sentence strips |
| Wednesday | Short 'o' sound | 1. Introduce 'o' sound 2. Blend: ot, op, og 3. Word building: d-o-g, l-o-g, h-o-t 4. Sort 'a' and 'o' words | Letter tiles, sorting cards |
| Thursday | Mixed practice | 1. Review all CVC words taught 2. Bingo game with CVC words 3. Read simple sentences | Bingo cards, sentence cards |
| Friday | Assessment | 1. Read word list 2. Read sentences 3. Celebrate progress! | Word list, reward |
📊 Monitoring Progress
Tools for Progress Monitoring
| Tool | Purpose | Frequency |
|---|---|---|
| Word lists | Check word reading accuracy | Weekly |
| Running records | Track reading fluency | Every 2 weeks |
| Writing samples | Monitor writing development | Weekly |
| Checklists | Track skill mastery | Ongoing |
| Student self-assessment | Student reflection | Weekly |
Sample Progress Chart
| Skill | Baseline (Week 1) | Week 2 | Week 3 | Week 4 | Goal Met? |
|---|---|---|---|---|---|
| CVC words (20 words) | 5/20 (25%) | 10/20 (50%) | 15/20 (75%) | 18/20 (90%) | ✓ |
| Sentence reading (5 sentences) | 1/5 | 2/5 | 4/5 | 5/5 | ✓ |
🚦 When to Modify or End Remedial Teaching
| Situation | Action |
|---|---|
| Student making good progress | Continue current approach |
| Student not progressing | Re-assess; try different strategies |
| Student met all goals | Gradually reduce support; monitor in regular class |
| Student needs continue | Extend program; consider specialist referral |
| Student frustrated/discouraged | Adjust approach, build in more success |
📝 Chapter Summary: Quick Reference Guide
🔑 Key Terms for PSTET
| Term | Definition |
|---|---|
| Remedial Teaching | Targeted instruction designed to address specific learning gaps identified through diagnosis |
| Diagnostic Testing | Assessment to pinpoint exact nature and causes of learning difficulties |
| Error Analysis | Systematic study of errors to reveal patterns and underlying causes |
| Learning Gaps | Missing knowledge or skills that prevent students from mastering new content |
| Multi-sensory Teaching | Instruction that engages multiple senses (visual, auditory, kinesthetic, tactile) |
| Scaffolding | Temporary support provided to help students accomplish tasks they cannot do independently |
📊 The Remedial Teaching Process at a Glance
| Stage | Key Question | Activities |
|---|---|---|
| 1. Identification | Who needs help? | Observation, screening, referrals |
| 2. Diagnosis | What exactly is the problem? | Diagnostic tests, error analysis |
| 3. Planning | How will we address it? | Set objectives, select strategies, plan sequence |
| 4. Implementation | Are we teaching effectively? | Multi-sensory teaching, guided practice, reinforcement |
| 5. Evaluation | Is it working? | Progress monitoring, adjust as needed |
📚 Practice Questions
Multiple Choice Questions
Q1. Remedial teaching is primarily focused on:
a) Teaching new content to all students
b) Addressing specific learning gaps identified through diagnosis
c) Replacing regular classroom instruction
d) Providing enrichment for gifted students
Answer: b) Addressing specific learning gaps identified through diagnosis
Explanation: Remedial teaching targets identified difficulties and provides focused support to help students master previously taught content .
Q2. The first step in planning a remedial program is:
a) Selecting materials
b) Identifying learning gaps through diagnosis
c) Grouping students
d) Setting a schedule
Answer: b) Identifying learning gaps through diagnosis
Explanation: Effective remediation begins with accurate diagnosis. Without knowing exactly what the problem is, teaching cannot be targeted .
Q3. Error analysis involves:
a) Counting the number of errors a student makes
b) Systematically studying errors to understand their patterns and causes
c) Punishing students for making errors
d) Ignoring errors to build confidence
Answer: b) Systematically studying errors to understand their patterns and causes
Explanation: Error analysis goes beyond counting mistakes—it reveals patterns that show underlying learning gaps .
Q4. Which of the following is an example of multi-sensory teaching?
a) Students reading silently from a textbook
b) Students tracing letters in sand while saying the sound
c) Students listening to a lecture
d) Students completing a worksheet
Answer: b) Students tracing letters in sand while saying the sound
Explanation: Multi-sensory teaching engages multiple senses simultaneously. Tracing (kinesthetic/tactile) while saying the sound (auditory) and seeing the letter (visual) exemplifies this approach.
Q5. When a student is not progressing despite remedial teaching, the teacher should:
a) Continue the same approach for longer
b) Re-assess and try different strategies
c) Conclude the student cannot learn
d) Stop remedial teaching
Answer: b) Re-assess and try different strategies
Explanation: Lack of progress indicates the current approach isn't working. The teacher should re-assess and adjust strategies, not give up .
Short Answer Questions
Q6. What is the difference between regular teaching and remedial teaching?
Suggested answer: Regular teaching focuses on delivering grade-level curriculum to all students at a planned pace. Remedial teaching is targeted, individualized instruction that addresses specific learning gaps identified through diagnosis. It is flexible in pacing, uses varied strategies, and aims to bring struggling students to grade level .
Q7. Describe the process of error analysis and explain why it is important for remedial teaching.
Suggested answer: Error analysis involves: (1) collecting student work samples, (2) identifying errors, (3) classifying errors by type, (4) describing patterns, and (5) explaining causes. It is important because it reveals the specific nature of learning gaps, allowing teachers to plan targeted remediation rather than guessing at what students need .
Q8. List any four principles of remedial teaching and give a brief explanation of each.
Suggested answer:
Individualization: Teaching must address each student's specific needs.
Multi-sensory approach: Engage multiple senses to reinforce learning.
Success-oriented: Start with achievable tasks to build confidence.
Continuous assessment: Regularly monitor progress and adjust teaching accordingly .
🌟 Final Words of Encouragement
Dear future teacher,
Remedial teaching is not about fixing "broken" students—it's about meeting each learner where they are and providing the bridge to where they need to go. It is patient, systematic, and deeply rewarding work.
Remember these key truths:
✅ Every student can learn—they just may need a different path
✅ Diagnosis before prescription—understand the problem before trying to solve it
✅ Errors are not failures—they are clues to understanding
✅ Small steps lead to big progress—celebrate every success
✅ You are not alone—collaborate with colleagues, involve parents, seek support
Your success mantra:
"I see every struggle as a message, every error as a clue. With patience and skill, I help each student build the bridge from where they are to where they can be."
📖 Preview of Chapter 14
In Chapter 14, we'll explore Pedagogy Practice Tests—a comprehensive set of questions covering all pedagogical topics from Chapters 7-13, with detailed explanations to help you assess your understanding.
📘 Proceed to Chapter 14: Pedagogy Practice Tests
📚 References
PSTET Official Syllabus, Punjab School Education Board
NCERT (2005). Position Paper on Teaching of English. National Focus Group on English.
Westwood, P. (2016). Reading and Learning Difficulties: Approaches to Teaching and Assessment
Allman, C.B. (2023). Remedial and Specialized Reading Instruction
