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(1971)
The utility of phonetic generalization in grades one through six
J. Torgesen (1977)
Memorization processes in reading-disabled children.Journal of educational psychology, 69 5
(1979)
Comprehension and retention of implied information in normal achieving and learning disabled children
M. Dawson (1971)
Teaching word recognition skills
(1963)
The utility of phonetic generalization in the primary grades
REINFORCING READING FOR THE LD CHILD Elinore M. Fram Reinforcement and overleaming as teaching techniques have readily been acknowledged as necessary for learning-disabled children. These techniques—along with individualization of material—are the challenges faced by resource room teachers, classroom teachers, and teachers of self-contained classes, as well. One of the most readily available resources for teaching is the basal reader, which lends itself to a multitude of opportunities for individualization, reinforcement, and overleaming of vocabu- lary, phonetic skills, language structure, and comprehension. Excellent opportunities for individualizing instruction (without the use of the burdensome spirit master machine) are possible with selective and creative use of the basal reader. The "Strategy Sheet," a specific list of activities, can be developed for use with the entire class. Each person retains a master copy, and as lessons are developed, the strategies listed can be organ- ized to meet a specific group or individual need. For example, a group working with parts of speech could be assigned items 1, 2, and 3 (listing proper nouns, predicate nouns, and predicate adjectives) as indicated later in this article. Students working with comprehension could be assigned items 28, 29, and 30 (summarizing main idea and time elements). Thus,
Academic Therapy – SAGE
Published: Jan 1, 1981
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