What is the main objective of 'remedial teaching' in Hindi language instruction?

→ When critically analyzing the models of Action Research developed by Stephen Corey and David Hopkins in the context of improving teaching methods, if a teacher conducts a rapid and practical research cycle to evaluate the efficacy of a 'Remedial Teaching Method' for students struggling with a specific reading disability (such as dyslexia) in their classroom, which of the following statements most authentically elucidates its ontological and methodological characteristic? → In the neuro-cognitive context of the specific learning disability 'Dysgraphia' (writing and motor-graphic processing impairment), involving the neuro-muscular coordination failure among the 'Exrorial Motor Cortex / Motor Strip', 'Basal Ganglia', and 'Cerebellum', along with visuo-motor integration barriers and Alexander Luria's 'Functional Units of Brain' in relation to inclusive classroom teaching and 'Neuro-Dysgraphia Optimized Multisensory Kinesthetic Pedagogy', which of the following statements is most appropriate and true? → In the teaching-learning process of Environmental Studies (EVS), which of the following statements is most appropriate and scientifically true regarding the main objectives of 'Continuous and Comprehensive Evaluation' (CCE) and its implementation methodology at the primary level? → Under educational assessment, upon conducting an in-depth analysis of the essential, theoretical, and practical aspects of 'Continuous and Comprehensive Evaluation' (CCE) and 'Assessment vs Evaluation', if a school adopts formative assessment regularly during the session instead of conducting only summative assessments at the end of the session, and continuously records the qualitative and quantitative development of all cognitive, affective, and psychomotor domains of the learner, which of the following statements is most authentically true in the context of this modern educational assessment paradigm? → Under educational psychology and school assessment systems, when deeply analyzing the interrelationship between the 'Continuous' dimension (its ontological, diagnostic, and remedial aspects) and the 'Comprehensive' dimension (Scholastic and Co-scholastic aspects) within 'Continuous and Comprehensive Evaluation' (CCE), which of the following statements most authentically explains the psychological and pedagogical objective of this system? → In the process of academic assessment under the Continuous and Comprehensive Evaluation (CCE) system, when making an in-depth analysis of the philosophical and practical nature of 'Diagnostic Assessment' and 'Remedial Teaching', which of the following statements most accurately defines the interrelationship and scientific objectives between the two?