1. Republic of the Philippines
Bulacan Agricultural State College
Pinaod, San Ildefonso Bulacan
Written Report
in
Remedial Instruction in English
Reporter:
Ma. Kristina F. Vinuya
BEED I-A
Professor:
Dr. Alicia SP. Gomez

2. Working with Problem Readers
A study of problem readers, then, must include the reality that classroom teachers not
only are in the best position to help students, but also are professionally responsible to
continue the education of the students as in intelligently and efficiently as they can.
Characteristics of Problem Readers
1. They do not read as well as their abilities indicate they should. They should not
be judged by their reading skills in relation to their grade levels in school, but
rather in relation to their potentials.
2. Students may be considered problem readers when, with the exception of a
specific skill deficiency, all other measures of their reading are up to their levels
of potential.
3. Students also may be considered problem readers when, in spite of reading skills
in good relationship to their potential, they lack the desire to read.
Ramifications of the Reading Problem
Problem readers are not only a problem to themselves but eventually cause problems in
school and at home.
In School
In school, where students often are pressured to achieve a certain grade level of
performance, problem readers are source of never ending disappointments. Teachers
may react by giving up on them or by feeling that they are indifferent, lazy or
troublesome. Frustration by the rejection and the labels which they have received;
problem readers either cannot or will not work independently.
Not at all problems readers become school dropouts; however, the strained school-pupil
relationship increases dropout possibilities. Psychological dropouts are in every school;
they generally create problems for both the teacher and students who are there to work.
With Peers
Peers often treat them kindly, it is not uncommon for problem readers to be teased and
taunted. They are not with the “in” group and are often found alone at play as well as in
the classroom. Rejection encourages them to seek companionship with others in the
“out” group. A further complication is problem readers’ repetition of grade, which places
them one year behind their peers.

3. With Parents
Parents become anxious when their children are not succeeding in school. They may try
to solve the problem by urging or forcing the children to make greater efforts. Students
are not blind to this shame and rejection, and they too will look for someone to blame.
By observing problem readers, it can be concluded that ramifications of their problems
are felt not only by themselves but also by the school, peers, and family. Their inability
to solve their own problem causes the future to look dark indeed.