A Review of Early Identification, Educational Support and Remedial Strategies for Slow Learners

Abstract ―​

Slow learners are students who require additional time, guidance, repetition, and appropriate educational support to understand and retain academic concepts. Their difficulties may be related to learning pace, memory, attention, reasoning, motivation, emotional factors, health, and environmental conditions. Early identification and appropriate intervention can help teachers and parents understand individual learning needs and provide suitable educational support. This review synthesizes four studies by Chauhan (2011), Thiyagarajan (2019), Korikana (2020), and Imran et al. (2023), focusing on characteristics, identification, educational support, and remedial strategies for slow learners. The reviewed studies emphasize individualized instruction, remedial teaching, positive reinforcement, counselling, peer support, parental involvement, and supportive learning environments. The literature also highlights the importance of early identification and continuous monitoring of learner progress. However, gaps remain in standardized identification methods, long-term evaluation of interventions, comparative studies of teaching strategies, and systematic use of educational technology. The review concludes that a learner-centred and individualized approach can provide better educational opportunities for slow learners.