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Programming for teachers of dyslexics

Programming for teachers of dyslexics Aylett R. Cox Dean Learning Center Dallas, Texas How Essential Is Programming For Teachers of Dyslexics? The title "Programming for Teachers of Dyslexics" has aroused discomfort in Texas where only computers are "programmed" and teach- ers are encouraged to be creative, eclectic, imaginative, and innovative. We, who worked together for ten years at Texas Scottish Rite Hospital in Dallas to help dyslexic children attain literacy are, however, mavericks to this Texas point of view. We discovered first hand that dyslexics' knowl- edge is scattered and fragmented in regular classrooms despite traditional teaching and the students' extreme efforts to succeed. Only logical, precise, structured, programmed remedial language training can reverse their plight. To enable dyslexic students to master confident literacy, the most vitally essential element, we found, is carefully structured programming for the teacher. Teachers who have entered our Alphabetic Phonics Teacher Training (APTr) Programs in the past twenty years are aware of this need and are seeking a reliable "listing of the order of events," a "set of instructions for solving problems"; a "design or schedule"--all of which are included in the precise definitions of "program" in any dictionary. Who Needs Programmed Teaching? Most children (approximately 80 percent) do http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Annals of Dyslexia Springer Journals

Programming for teachers of dyslexics

Annals of Dyslexia , Volume 33 (1): 13 – Jan 1, 1983

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References (24)

Publisher
Springer Journals
Copyright
1983 The Orton Dyslexia Society
ISSN
0736-9387
eISSN
1934-7243
DOI
10.1007/BF02648007
Publisher site
See Article on Publisher Site

Abstract

Aylett R. Cox Dean Learning Center Dallas, Texas How Essential Is Programming For Teachers of Dyslexics? The title "Programming for Teachers of Dyslexics" has aroused discomfort in Texas where only computers are "programmed" and teach- ers are encouraged to be creative, eclectic, imaginative, and innovative. We, who worked together for ten years at Texas Scottish Rite Hospital in Dallas to help dyslexic children attain literacy are, however, mavericks to this Texas point of view. We discovered first hand that dyslexics' knowl- edge is scattered and fragmented in regular classrooms despite traditional teaching and the students' extreme efforts to succeed. Only logical, precise, structured, programmed remedial language training can reverse their plight. To enable dyslexic students to master confident literacy, the most vitally essential element, we found, is carefully structured programming for the teacher. Teachers who have entered our Alphabetic Phonics Teacher Training (APTr) Programs in the past twenty years are aware of this need and are seeking a reliable "listing of the order of events," a "set of instructions for solving problems"; a "design or schedule"--all of which are included in the precise definitions of "program" in any dictionary. Who Needs Programmed Teaching? Most children (approximately 80 percent) do

Journal

Annals of DyslexiaSpringer Journals

Published: Jan 1, 1983

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