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ERIC Number: ED001873
Record Type: RIE
Publication Date: 1963-Apr
Pages: 3
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
READING UNREADINESS IN THE UNDERPRIVILEGED.
CUTTS, WARREN G.
CULTURALLY DEPRIVED CHILDREN HAVE DIFFICULTY MASTERING BASIC COMMUNICATION SKILLS. WHILE UNDERPRIVILEGED CHILDREN CAN COMMUNICATE AMONG THEMSELVES AT A RATHER HIGH LEVEL OF FLUENCY, THEIR ONE-WORD SENTENCES, STRANGE SPEAKING NOISES, AND IRREGULARITIES PREVENT THE DEVELOPMENT OF BASIC READING READINESS SKILLS. A FUNDAMENTAL NECESSITY IN OVERCOMING THE PROBLEM OF ORAL LANGUAGE DEFICIENCIES IN UNDERPRIVILEGED CHILDREN IS A PROPER TEACHER ATTITUDE. IN MANY CASES THE CHILDREN'S BACKGROUND IN ENGLISH INSTRUCTION MUST BE APPROACHED AS IF ONE WERE TEACHING A FOREIGN LANGUAGE. THE TEACHER NEEDS TO REALIZE THAT VOCABULARY AND LANGUAGE CONCEPTS DEVELOP SLOWLY. HE MUST LEARN TO ACCEPT EACH CHILD AS HE IS AND RESPECT HIM AS AN INDIVIDUAL. WHATEVER THE SCHOOL'S APPROACH, IT IS ALSO OF EXTREME IMPORTANCE TO OVERCOME THE HANDICAPS OF CULTURAL DEPRIVATION, PARTICULARLY IN REGARD TO READING READINESS. ONE SUGGESTED INNOVATION CONCERNS PROGRAMS AT THE PRESCHOOL LEVEL, SUCH AS DAY CAMPS AND NURSERY SCHOOLS, TO PROVIDE EXPERIENCES IN ORAL COMMUNICATION DURING THE EARLY FORMATIVE YEARS. THESE PROGRAMS WOULD ALSO PROVIDE VALUABLE PARENT-TEACHER COOPERATION. CULTURALLY DEPRIVED CHILDREN HAVE MUCH TO CONTRIBUTE TO SOCIETY, BUT THEY MUST UNDERSTAND THAT, WITHOUT BETTER LANGUAGE MASTERY, THEY CANNOT BRIDGE THE GAP BETWEEN THEMSELVES AND PROFITABLE OCCUPATIONS. SCHOOL AND PRESCHOOL PROGRAMS CAN NEVER FULLY COMPENSATE FOR DEFICIENCIES IN EXPERIENCE. HOWEVER, SUCH PROGRAMS CAN DO MUCH IN OVERCOMING A POOR START AND PREVENTING CHILDREN FROM FALLING HOPELESSLY BEHIND IN THEIR EDUCATION.
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: DISTRICT OF COLUMBIA