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Literature in Review

Literature in Review LITERATURE IN REVIEW Helen Nicklin THE CHILD IN BRAIN-INJURED AND HOME, SCHOOL, COMMUNITY, William M. Cruickshank. N.Y.: Press. Syracuse, Syracuse University 1967. 194 pp. NOTED AUTHORITY in child Dr. William Cruickshank, development, THE has the the of belief that in expressed majority reading problems elementary school children can be traced to deficit.&dquo; This idea &dquo;ultimately neurological bears a to the visual-motor of chil- strong relationship problems brain-injured to habits in as well as in dren which are basic poor learning reading writing, The author also states that when future in- and number spelling, concepts. strumentation is then the exact role of refined, impairment may neurological be understood. a few of this volume read- only specifically emphasize Although pages for the these contain which ing brain-injured child, pages important suggestions to of the stress from the child motivated need to range keeping recognition the the content which the concrete more than abstract. should be Hence, used to teach this of child to read must be different from that used with type the child is two to normal since the child, brain-injured particularly usually five older than the nonreader the first years typical entering grade. A short but reference is made to the of the Fernald important advantages the child selects a word and then traces it with his method, whereby finger he while each as writes the word on without traces, saying part &dquo;scrap&dquo; looking, and then writes it in his In this combination of story. visual, tactual, auditory, and kinesthetic the tactual out first as the child methods, approach drops learns he to and the word without until can learn see, hear, reproduce tracing new words at them. The is that the child’s interest just by looking assumption is since he selects the material which he wishes to and therefore learn, high he knows more about this automatic resource area which will lead probably him to the of for major goal reading pleasure. H.N. Dr. Nicklin is education at State Los professor of California College, Angeles. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Academic Therapy SAGE

Literature in Review

Nicklin, Helen
Academic Therapy , Volume 4 (4): 1 – Jun 1, 1969
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Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0001-396X
DOI
10.1177/105345126900400416
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Abstract

LITERATURE IN REVIEW Helen Nicklin THE CHILD IN BRAIN-INJURED AND HOME, SCHOOL, COMMUNITY, William M. Cruickshank. N.Y.: Press. Syracuse, Syracuse University 1967. 194 pp. NOTED AUTHORITY in child Dr. William Cruickshank, development, THE has the the of belief that in expressed majority reading problems elementary school children can be traced to deficit.&dquo; This idea &dquo;ultimately neurological bears a to the visual-motor of chil- strong relationship problems brain-injured to habits in as well as in dren which are basic poor learning reading writing, The author also states that when future in- and number spelling, concepts. strumentation is then the exact role of refined, impairment may neurological be understood. a few of this volume read- only specifically emphasize Although pages for the these contain which ing brain-injured child, pages important suggestions to of the stress from the child motivated need to range keeping recognition the the content which the concrete more than abstract. should be Hence, used to teach this of child to read must be different from that used with type the child is two to normal since the child, brain-injured particularly usually five older than the nonreader the first years typical entering grade. A short but reference is made to the of the Fernald important advantages the child selects a word and then traces it with his method, whereby finger he while each as writes the word on without traces, saying part &dquo;scrap&dquo; looking, and then writes it in his In this combination of story. visual, tactual, auditory, and kinesthetic the tactual out first as the child methods, approach drops learns he to and the word without until can learn see, hear, reproduce tracing new words at them. The is that the child’s interest just by looking assumption is since he selects the material which he wishes to and therefore learn, high he knows more about this automatic resource area which will lead probably him to the of for major goal reading pleasure. H.N. Dr. Nicklin is education at State Los professor of California College, Angeles.

Journal

Academic Therapy – SAGE

Published: Jun 1, 1969

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