B.

    Management
School-based remedial sessions tend to involve 3 to 10
learners, and typically last between 30 to 50 minutes,
depending on whether they are in the elementary or
secondary level. A plan to maximize the utilization of that
time should be a high priority. To ensure that the program is
effective, one must consider the six components of
an ideal remedial program (Manzo & Manzo, 1993). These
principles may also be applicable in remediation for other
skills aside from reading.

1.     The orientation component. The orientation component provides continuity and focus to the remedial
session. It may be an engaging question or statement related to local or national news, or even school life.
It must focus on structured routines, materials, equipment, venue, people involved, and the objective of
the program.

2.     Direct Instruction Component. This is the instructional heart of the remedial session. It should never be
traded away, even for one period, without some compelling reason.

3.     Reinforcement and Extension Component. This period of time ideally should build on the direct
instructional period and be spent in empowered reading, writing, and discussion of what was read.
Writing activities may vary from simply listing key words to summarizing and reacting.

4.     Schema-Enhancement Component. This unit of time should be spent in building a knowledge base for
further reading and independent thinking. It is an ideal time to teach study skills such as outlining, note
taking, and memory training. Ideally, it should flow or precede Component 3.