Pedagogy

Buggy strategy is an exceptional illustration scheme that represents each and every mislearned technical skill or sub skill independently. The word bug was derived from the computer slang to show procedural errors, for instance correct implementation of a wrong procedure, rather than basic misconceptions. The strategy was developed by R. R. Burton and J. S. Brown in 1975. It started with study of procedures by students implicated in algebraic operation, such as subtraction of multi numbers (Bundy, 1983). Examples of buggy strategy include coaching and diagnostic models. Buggy strategy or program offers a mechanism in which a teacher can be able to explain why a pupil is making an arithmetic error rather than to just identifying the error. It also permits teachers to carry out diagnosing of the fundamental sources of students mistakes through presenting examples of incorrect and systematic behavior (Bundy, 1983). On teaching procedures, buggy strategy emphasized that teachers instructions can be very remedial in correction of pupils misconception. This is because most of the arithmetic errors made by pupils or students are systematic. However, this contravenes the beliefs of most teachers, who perceive that arithmetic mistakes committed by students are haphazard aberrations of the right procedure of solution (Bundy, 1983).

Multiple Pathways Model
Generally, pathways model are very useful in organizing and simplifying individuals thoughts to the sense of information. Multiple pathways model offers a plan to remind an individual what he knows as well as adding diversity to his or her learning practices. There are three major assumptions which form the basis of the multiple pathway models the brain triggers pathways in the process of learning, brains are too diverse, and individuals desire to teach from a wide range of approaches (John et al., 1995). Therefore, students besieged by word or language disparities may perhaps gain from diverse approaches, which assist them in building links to existing skills and sturdy information networks. In multiple pathways model, the earlier the second language is taught in school the better for word reorganization and identification by students (John et al., 1995).

Phonological Decoding and Visual Retrieval
There are three main cognitive capabilities that donate to peoples disparity in recognition of words. These are visual retrieval or memory, phonological memory, and visual verbal learning capability. Visual retrieval refers to the ability to store and recover, retrieve, or salvage visual images of many things (Cunha and Visser, 2007). This cognitive ability is imperative in learning to identify the exceptional spellings of words which are printed. Phonological memory refers to long and short term memory for language units, such as syllables, phonemes together with sentences and phrases. Phonological memory is imperative in learning vocabulary, segmenting and analyzing words as well as holding written and spoken words in memory (Cunha and Visser, 2007). Therefore, phonological decoding is the capability to use sound-symbol connections in decoding unfamiliar words that are printed (John et al., 1995). Individual disparities in visual retrieval are as well interrelated with individual disparities in identification of words as well as sound-letter decoding skills, however less sturdy than visual verbal and phonological learning skills. Furthermore, visual retrieval functions do not consistently differentiate between poor and good readers as phonological decoding do (Cunha and Visser, 2007).

Strategy Choice Model
Application of strategy choice model ideas to reading words is substantial because it offers an overpass between word identification and comprehension. When these ideas are applied children or students center their focus on what the words mean, rather than concentrating on word decoding. Ideas of strategic choice model they as well make the reading of words to sound natural and lively (John et al., 1995).