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Cursive Writing as a Means of Learning to Read

Cursive Writing as a Means of Learning to Read CURSIVE WRITING AS A MEANS OF LEARNING TO READ Inger la Cour The large number of children who, although of average intelli- gence, are retarded readers, represents a problem which people in many countries are trying to solve. In the effort to find a solution , attempts have been made to analyze the process of reading, in order to detect which parts of the brain need be activated, each in its own way, to accomplish the complicated process of reading. At the same time, various tests have been developed to help us determine how each child prefers to use his brain. Does the child mainly receive and arrange the information by visual, auditory, tactile, or kinesthetic means? The idea is that it ought to be possible to find exactly the right exactly the right material and method to suit each child. But as the number of tests grows and the selection of attractive special materials increases, and as attempts are made to diagnose at an earlier and earlier stage, we become aware that the process of reading is so complicated that it cannot take place without an integration of the various perceptual areas. We also know that through our http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Academic Therapy SAGE

Cursive Writing as a Means of Learning to Read

Academic Therapy , Volume 16 (2): 6 – Nov 1, 1980

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Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0001-396X
DOI
10.1177/105345128001600204
Publisher site
See Article on Publisher Site

Abstract

CURSIVE WRITING AS A MEANS OF LEARNING TO READ Inger la Cour The large number of children who, although of average intelli- gence, are retarded readers, represents a problem which people in many countries are trying to solve. In the effort to find a solution , attempts have been made to analyze the process of reading, in order to detect which parts of the brain need be activated, each in its own way, to accomplish the complicated process of reading. At the same time, various tests have been developed to help us determine how each child prefers to use his brain. Does the child mainly receive and arrange the information by visual, auditory, tactile, or kinesthetic means? The idea is that it ought to be possible to find exactly the right exactly the right material and method to suit each child. But as the number of tests grows and the selection of attractive special materials increases, and as attempts are made to diagnose at an earlier and earlier stage, we become aware that the process of reading is so complicated that it cannot take place without an integration of the various perceptual areas. We also know that through our

Journal

Academic Therapy SAGE

Published: Nov 1, 1980

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