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Selecting initial reading instruction for high-risk children: A theoretical approach

Selecting initial reading instruction for high-risk children: A theoretical approach Conclusions What has been suggested is (1) that theoretical considerations in selecting an approach to beginning reading for individual children seen to be at-risk are important; (2) that we can be more selective in assigning initial reading programs for children; and (3) that analyses of the programs, of the children’s skills, and an awareness of the reading process can help in that selection. The prescriptive approach recommended here is one of approaching a task on which one expects the child to meet success, while, at the same time, confronting the weaker areas by breaking the difficult tasks into smaller, more elemental, prerequisite steps. The various analyses undertaken in this paper and the ensuing recommendations form only a part of—a first step toward—tailoring instruction to meet the competencies and deficits of the children predicted to be at-risk for reading failure. A competent teacher will go beyond the suggestions made in this paper; she will attend to the details in finding ways in which each child will learn, thus fostering the child’s own sense of mastery and achievement. As Gates so aptly put it in 1937: ... reading difficulties result from failure to recognize and make effective instructional adaptations to individual needs—both deficiencies and special abilities (p. 395). The challenge remains today. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Annals of Dyslexia Springer Journals

Selecting initial reading instruction for high-risk children: A theoretical approach

Annals of Dyslexia , Volume 28 (1): 28 – Jan 1, 1978

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References (64)

Publisher
Springer Journals
Copyright
1978 The Orton Society, Inc
ISSN
0736-9387
eISSN
1934-7243
DOI
10.1007/BF02653424
Publisher site
See Article on Publisher Site

Abstract

Conclusions What has been suggested is (1) that theoretical considerations in selecting an approach to beginning reading for individual children seen to be at-risk are important; (2) that we can be more selective in assigning initial reading programs for children; and (3) that analyses of the programs, of the children’s skills, and an awareness of the reading process can help in that selection. The prescriptive approach recommended here is one of approaching a task on which one expects the child to meet success, while, at the same time, confronting the weaker areas by breaking the difficult tasks into smaller, more elemental, prerequisite steps. The various analyses undertaken in this paper and the ensuing recommendations form only a part of—a first step toward—tailoring instruction to meet the competencies and deficits of the children predicted to be at-risk for reading failure. A competent teacher will go beyond the suggestions made in this paper; she will attend to the details in finding ways in which each child will learn, thus fostering the child’s own sense of mastery and achievement. As Gates so aptly put it in 1937: ... reading difficulties result from failure to recognize and make effective instructional adaptations to individual needs—both deficiencies and special abilities (p. 395). The challenge remains today.

Journal

Annals of DyslexiaSpringer Journals

Published: Jan 1, 1978

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