Search

This book focuses on how individuals learn to read, how motivations for reading or avoiding reading are built, how the cognitive characteristics of the learner can be used to select the most promising beginning approach, and how self-directed reading extends the cognitive and the affective world of the reader. The book covers the interaction of sensory systems and contains a discussion of clinical analysis of reading with techniques for classifying, diagnosing, and instructing students who have failed. The book treats conceptual-creative levels of reading which incorporate the reader's background into a hierarchical approach to comprehension, and it approaches reading as part of a communication sequence that emphasizes an extended period of input as basic to understanding. The book is divided into five parts: "Introduction,""Interaction of Affective and Cognitive Learning,""Sensory Discrimination of Symbols,""Diagnosis, Testing, and Evaluation," and "Learning-Motivation Theory in Reading Instruction." It concludes with a glossary of reading terms, an analysis of reading systems, an evaluation of reading tests, an observation checklist for teachers, and sources of tests and reading programs. (RB)

To test whether training in logical multiplication would improve the reading skills of "retarded readers" (children with specific language disability, minimal brain damage, dyslexia, psycho-neurological learning disability, or perceptual handicaps), this study (1) elaborated a theoretical approach to reading based on Piaget's theory of cognitive development, (2) conducted an intensive diagnostic study of four reading-retarded children, and (3) administered to these subjects an eleven-week logical training program. The Durrell Listening-Reading Tests were administered on a pre- and post-test basis to assess the program's effect on reading. The findings of the study indicated that some reading retardation is related to problems of a logical nature, and that even when the source of reading difficulty is perceptual or emotional, the child's progress can be furthered by strengthening logical abilities in the word attack process. (Included in this document are a bibliography of sources consulted, diagnostic information on the subjects, and the basic content of the logical training program itself.) (MF)

As a community service, Jackson State Community College has developed programs for training paraprofessionals in the field of reading and communication skills to become proficient enough in the instruction of reading skills to assist disabled readers. The suggested sources of paraprofessional trainees are college students, mothers, company wives, elderly people, and groups of concerned citizens. The training program is broken into three distinct phases: theory, practicum, and supervised employment. In the theory phase, the trainees are tested for knowledge of reading skills and provided with instruction in the methodology of teaching reading skills and the preparation and use of materials. In the practicum phase, the trainees are involved in preparation of materials and consultation with the reading specialist, tutoring of students, and in self-evaluation. The supervised employment phase involves periodic visits by the reading specialist to provide on-the-job assistance to the paraprofessionals and a weekly seminar. A pilot project has been conducted, and application is being made for funds to conduct a comprehensive program. A flow chart for the training process, a list of materials to be used, and references are included. (Author/AW)

A two year pilot project studied difficulties of kindergarten-primary children learning to read via materials printed in the Initial Teaching Alphabet (ITA) who, because of immaturity, late development, low ability, or inability to speak English, were expected to experience reading difficulty. Of 39 children in the first year of the study, 20 used ITA and 19 used traditional orthography (TO); however, the investigation was not designed to compare the relative values of ITA and TO as factors in instruction. During the second year of the study, the transition of the ITA-trained group to TO was observed. Conclusions of the experiment included: (1) despite ITA's simplification, reading difficulties remained for some children; (2) initial reading progress depends upon experiences, concepts, and language the child brings to school; (3) the method accompanying use of ITA is important; (4) the total approach used in introducing reading is the vital factor, not ITA itself; (5) for the children in the study, transition from ITA to TO in writing and spelling occurred gradually. (Author/RD)

Personal observations concerning the teaching of Pushkin at the university level focus on the disparity between modern poetry and classical Russian poetry. Urging lyrical authenticity in oral presentation, the author decries the inadequate standards of English of his students which deny Pushkin full justice in the reading. (RL)

A framework for organizing instruction in reading is discussed which includes the following objectives: identification of essential skills in reading, a statement of objectives, assessment, identification of appropriate teaching/learning activities, and evaluation. The objective of instruction is to focus on what the teacher wants the children to learn, how he can tell whether they have learned it, how to go on with the teaching, and whether the outcome is what was desired. The major problem of reading research is arriving at an acceptable definition of "reading," but, whatever the definition, a number of other problems need to be solved before researchers can assume that adequate instruction in reading exists. Until this assumption can be made, research effort should not be dissipated in pursuing other than educational factors as causes of reading disability. (DI)

A collection of 28 papers deals with reading in various parts of the world. The following countries are represented: Australia, Canada, England, France, Germany, India, Iran, New Zealand, South Africa, Sweden, and the United States. The papers are organized under four main headings: (1) Developmental Reading: This section discusses reading readiness, reading instruction, automation, and programing. (2) Reading Problems: Topics included are educational and environmental causes, psycholinguistics, mental capacity, and psychological and motivational problems. (3) Research Contributions: Research reports and research reviews are presented on such topics as teaching methods, comprehension, listening, and children's language, and (4) Challenges for the Future: This part concerns the future of reading education in general and the challenges in specific countries in particular. Tables and references for individual papers are included. (This document previously announced as ED 059 007.) (AW)

The bibliography contains 57 references selected from Exceptional Child Education Abstracts relating to reading methods and problems applicable to handicapped children. One in a series of over 50 similar selected listings concerning the education of the gifted or handicapped, the bibliography cites research reports, conference papers, journal articles, texts, and program guides on such topics as diagnosis and remediation, dyslexia, skill development, perceptual handicaps, and instructional materials. Bibliographic data, availability information, indexing and retrieval descriptors, and abstracts are provided for each entry. Author and subject indexes are also included. (RD)

Contained in the annotated bibliography are 84 references to texts, journal articles, research reports, and teaching or program guides concerning dyslexia. The bibliography is one in a series of over 50 similar listings on handicapped and gifted children. Such topics as identification and educational diagnosis, research on dyslexia, lateral dominance and other neurological considerations, perception, reading difficulty, reading skills, remedial reading, and teaching methods are covered. For each of the references, which were selected from Exceptional Child Education Abstracts, bibliographic data, availability information, indexing and retrieval descriptors, and an abstract are given. Author and subject indexes are provided. (KW)

The success of remedial reading programs is often attributed to the teaching method used. This study was carried out to investigate the effect that motivation has on reading improvement following remediation. Through a group Word Recognition Test (Carver, 1970) the 32 most severely retarded readers in a large elementary school were selected and randomly placed in eight groups of four children each. The children were assigned to one of four discrete teaching methods for a period of 7 months. When word recognition tests were administered in January, May, and June, it was found that the total improvement made by each method was similar. The original average reading status of the subjects, which was -33 months, was reduced to approximately -3 months. A group of 30 next poorest readers from the same classes, who were administered the same tests throughout the time of the study, went from an average of -7 months to +3 months. The conclusion was reached that the reading improvement of the experimental group was not due to any single method used but to the atmosphere of approval and experience of success which altered the child's attitude and motivation. References are included. (DH)

In an effort to narrow the gap between scientific findings and applied clinicians, the author exposed clinical cases to recent laboratory findings of neurophysiology and sought to relate some possible linkage between the two. Two studies about the operation of the mind in information processing and learning were related to two clinical cases. The hyperactive child in the first case was partially brain injured. Visual modes of instruction tended to excite him excessively and result in poorer performance. The author proposed that for this child, audio presentation of instruction would offer more learning prospects than video. In the second case, the child's slight hearing loss was assumed to have resulted in some distortion of auditory input, and this affected his learning. It was felt that the child's facilitation pattern for coding was not sensitive enough for picking out cultural chords and that for him the instructional system might be too encumbered. It was concluded that breaks in learning often stem from physiological processes and that the psycho-educator should make use of the established facts of the past 7 years from anatomy and physiology to update pedagogy. References are included. (AW)

The comparative effectiveness of correlated listening-reading and reading-only comprehension lessons was studied using high school retarded readers with varying sensory modality learning preferences. Over a one-semester period, comparable lessons were taught to two groups matched for IQ, age, reading grade level, and freedom from sensory defects. The difference between the instructional treatments was one of sensory mode of lesson presentation and application--one group was taught using both aural and visual methods and the other, using a visual approach only. The groups used the same materials, were taught the same comprehension skills, and the same teacher taught both groups. Results from a standardized reading test showed that when sensory learning modality preference was not a variable, a correlated listening-reading instructional approach was more effective than a reading-only approach. Specifically, the listening-reading approach was found particularly effective for auditory learners and for students with no sensory modality preference. One conclusion was that in a group of students which is undifferentiated by learning modality preference, an aural-visual teaching approach to reading is more effective than a strictly visual approach. References are included. (AL)

This paper, from the Workshop Center for Open Education, deals with the problems of recognizing and dealing effectively with reading difficulties. The introductory sections explain the problems of identifying the poor reader and define the concept of reading. The next section investigates the following biases that are prevalent in reading tests: language dialect, class bias, conformity bias, early reading bias, speed bias, emotional bias, and teacher strategy bias. Following this section, the paper discusses the inequalities in the scoring system of standardized reading tests. Some alternatives that the paper recommends are a) a more individualized assessment of reading difficulties, b) a more limited and careful use of reading tests, and c) an understanding of the reader's motivation. Twenty-six references and a 13-item bibliography are included. (BRB)

Collected together in this volume are the background papers for the National Advisory Committee on Dyslexia and Related Reading Disorders. Papers include "The Nature of the Reading Process"; "Bases of Classification of Reading Disorders"; "Sex Differences in Reading Disability"; "Dyslexia: Neurological and Genetic Etiology"; "Dyslexia and Its Remediation"; "Relation of Early Language Development to Subsequent Reading Disorder"; "Preschool Intervention"; "Preschool Educational Strategies and Issues: A Review"; "The Role of Individual Diagnosis in Remedial Planning for Reading Disorders"; "The Nature of the Reading Process, The Rationale of Non-Educational Remedial Methods"; "Early Identification of Potentially Retarded Readers within the School System"; "School Age Programs: Modifications of Teaching Methods and Materials for Total Population Groups"; "The Teaching of Children with Language Disabilities--Small Groups"; "Manpower"; "Development of Competencies for the Teaching of Reading to Children who have not Learned under Conventional Procedures"; "New Trends in Reading"; "Understanding Learning Disabilities"; and "Directories of Remedial Reading Services." (HOD)

Forty-one abstracts with descriptive terms are presented which deal with various aspects of reading methods and problems including discussions of dyslexia, sensory impairment, teaching techniques, and physiological considerations. An author and subject index, user information, and information on purchasing either the individual documents or the total collection are provided. (JM)

The study investigated the effects of reading level and stimulus presentation mode on the associative clustering and recall performance of mentally retarded adolescents. The subjects were administered a randomized list of twenty words from four conceptual categories. For each of four trials, these words were presented via the auditory, visual or combined auditory-visual modes. The subjects in each condition were divided at the median on the basis of reading grade levels. The major findings of the study were that bimodal presentation had a significant facilitating effect on recall but not on clustering. Reading level was not significantly related to either recall or clustering. (Author)

This booklet of short essays on humanizing the education of children was printed to help elementary educators focus on the main purpose for their being--to help children fully realize their humanity. The author's educational philosophy and its applications are covered by such subjects as the individual in a democracy, the meaning of freedom, the problem-solving method, the importance of cooperation, and involvement and citizenship. (MF)

Sixty-nine teachers in 14 school districts were taught reading diagnosis by telephone in a study to determine whether the telephone can be used to spread instruction over a wide area. Sixty-one of the student/teachers were tested against 15 others who received instruction in the conventional manner. Conclusions drawn from both studies were as follows: Students taught by telephone did as well as the others and, though they were disturbed by the fact that they could not see the instructor, felt that this disadvantage was offset by the convenience of the telephone system. The instructor declared that he had few difficulties after initial troubles of a technical nature had been eliminated. The telephone system was found to be a useful tool in graduate instruction and capable of being used to extend the influence of the college instructor to a wider audience. (GO)

One of four books directed to reading specialists, the text provides information on methods for identifying problems that can be efficiently treated in a remedial reading group and on methods for handling these problems. Consideration is given to the scope of the problem and to three categories of disabilities. Levels of diagnosis, types of tests, environmental factors, and the use of tests are discussed. Also discussed are the following: selection of children, remedial classes, special equipment, and guidelines for effective programs; the role of the reading coordinator, tutoring, small group instruction, reteaching reading, a saturation program, junior high classes, working with parents, and full use of equipment; and the establishment of a remedial program, the extent of need, the establishment of objectives, personnel needs, the creation of facilities, purchase of material, schedules of treatment, regular evaluation, reports of results, and inservice programs. Appendixes include diagnostic and correctional procedures for specific reading skills and methods for individualizing instruction. (WW)

Focusing on the teaching of reading, this study investigated the educational preparation, teaching practices, and personal attitudes of English teachers in public high schools throughout the United States. Questionnaires were mailed to 2004 randomly selected secondary school members of the National Council of Teachers of English. Results from a 60% response indicated that (1) a large majority of teachers in the sample felt a need for teaching reading in high school and accepted this responsibility, (2) most teachers who gave reading instruction felt inadequately prepared to teach reading, (3) teachers' preparation for teaching reading has not significantly improved in recent years, and (4) better prepared teachers used more recommended reading practices and noted their own effectiveness in teaching reading more favorably than did those less well-prepared. (Author/MP)

A history of the growing interest and knowledge concerning dyslexia is provided to clarify theoretical models, while the operational model is described in terms of admission criteria, instruction, diagnostic and evaluative techniques, role of interdisciplinary staff, and pupil characteristics. Methods, materials, and approach of the instructional program, and instruments used for program evaluation are presented. (RD)