Students

Summary of the Intervention Program

Introduction

A large number of higher learning institutions in the U.S. have a foreign-language requirement. In cases of post-secondary, institutions all over the globe always require foreign-language courses. It may happen even in countries whose main language is a lingua franca in most parts of the world. For instance, students in Israel need a high mastery of the English language because most of their periodicals and articles are published in English. It is a clear example of the foreign-language requirements in institutions of higher learning around the world. However, this requirement is disadvantageous to students with learning disabilities as they find it difficult to adapt to the learning program in these institutions.

Objectives

The most significant objective of the program is to meet the special needs of students with reading disabilities without affecting the quality of higher learning institutions with a foreign language requirement. According to Schiff and Calif (2004), this objective is in line with the understanding that most students with reading disabilities have not been able to accommodate effectively to these learning institutions hence disadvantaging them. Therefore, the accommodation and remediation program focuses on ensuring that they find it easier to join such institutions similar to normal students.

Another vital objective of the program is to ensure that students with learning disabilities embrace a positive attitude toward their overall learning. Notably, students with challenges relating to reading experience negative affective and motivational factors that derail them academically. The program aims at ensuring that such students have a high sense of morale and positivity in their approach to education, which is crucial for their success.

Target Population

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Schiff and Calif (2004) opine that the target population of the accommodation and remedial program is L2 students with reading disabilities. The program focuses on this group as it focuses on addressing their cognitive and linguistic needs hence securing a better future for them.

Activities

One of the most significant activities is to teach students monitoring and executive control strategies. Teaching the relevant meta-cognitive strategies, such as monitoring and executive control strategy is an effective activity that would assist students with reading disabilities. It will improve their capability to read with more confidence and accuracy. The program emphasizes the view that all teachers must understand their students and teach the meta-cognitive strategies appropriately.

Another activity involves the teaching of linguistic and cognitive strategies. The activity is vital because it plays an instrumental role in improving the overall performance of students in terms of reading comprehension and analyzing different texts presented to them.

Evaluation

The program is evaluated in line with the ability of students to understand English words, texts, and sentences based on the English-language morphology and syntactic systems. The evaluation comes in line with the abilities of these students in relation to proofreading, reading, and post-reading. Schiff and Calif (2004) reiterate that the exhibition of a high sense of understanding and pronunciation of English words is an indication of the success of the program in improving the reading abilities of affected students. However, difficulties in identifying and reading English words, texts, and sentences may indicate otherwise as students are not improved.

Review of the Program

The accommodation and remediation program is effective in addressing challenges among L2 students with reading difficulties. It can be seen from its emphasis on the need for universities to be more accommodative to students with reading difficulties. The programs suggestion of an alternative approach indicates its commitment to ensuring that students with reading challenges improve and fit into their desirable courses at universities with foreign language requirements. It is worth acknowledging the fact that the strategies asserted by the article are effective in leading to better outcomes among students with reading disabilities. Suggested teaching programs would be crucial in ensuring that students with reading disabilities are accommodated appropriately in their universities.

More so, the program would be vital in boosting the overall performance of students with reading disabilities. It would be achieved through its emphasis on the promotion of affective and motivational factors among students who face difficulties in reading. According to Schiff and Calif (2004), students with reading difficulties would experience improvement in their performance in cases where their attitudes are influenced in the positive direction. It is clearly stated in the article with an emphasis on the need to ensure that they post better grades in their new learning environments.

Suggestions for Improvement

The program can be improved through the utilization of more practical activities tailored at improving reading abilities among disadvantaged students. It is worth understanding that the reading ability of students can only be boosted through multiple activities that expose them to more words and sentences that they need to understand. The program does not exhibit many of these activities, such as dictations and reading comprehension, which may be instrumental in boosting the reading abilities of students. Therefore, more activities need to be introduced into this program to improve its impact on students with reading difficulties.

More so, this program can be improved through the addition of technological approaches geared toward improving reading among students with difficulties. Technologies influence the contemporary world, and it is crucial to utilize them in every aspect of human life. It is possible to improve the program by incorporating technology in its aim of boosting the reading ability of students who wish to join higher learning institutions with foreign-language requirements. For instance, technological reading mechanisms of the English language could be introduced into the program to ensure that the process of learning how to read is quickened and effective.

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