When students are identified as requiring additional intervention or more targeted teaching of specific academic skills, there are a number of strategies that can be employed within the classroom.

In order to give them the opportunty to catch up with their peers, students who are finding the learning process more challenging require an increase in the intensity of teaching, and more specific and targeted instruction. This is often done in the classroom through the use of small groups where students are provided with additional instruction that is explicit, and allows for a greater level of repetition, error correction and feedback.

When determining what aspects of the curriculum should be focussed on during the remediation process, it is important to consider the student's specific areas of difficulty. This is often achieved through the use of ongoing screening and assessment, with the intention that students are identified as early as possible as requiring additional support, and that their specific needs are identified.

Classroom remediation can then be provided in small groups. This remediation may utilise evidence-based commercial programs or resources aligned with the students' needs, however, this increased support could also be achieved by utilising the same materials used in the general classroom with more explicit instruction and increased opportunity for practice and feedback. Successful teachers restrict the amount of material that they present at any one time and ensure that guided practice is provided. This guidance should involve step by step modelling of each component skill with clear and concise explanations and specific, positive and constructive feedback provided.

To facilitate the learning process, students need to engage in a signficant amount of practice and to experience a high rate of success throughout the time that they are practising. By utilising the same high-quality, evidence-based resources and programs that are used in the classroom, and increasing the explicitness and intensity of instruction (smaller groups and more instructional time), many students will be able to achieve adequate levels of improvement and go on to perform at the same standard as their peers.

For students with learning disorders such as Dyslexia or Dyscalculia, they may experience difficulty making the necessary level of progress in this classroom-based support and as such, will require more individualised and intensive remedial intervention.

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