ERIC Number: ED172188
Record Type: RIE
Publication Date: 1979-Jun
Reference Count: 0
Children's Reading Problems. Reading Education Report No. 8.
Collins, Allan; Haviland, Susan E.
This paper reviews recent research to determine why children encounter problems understanding what they read. Four points are discussed as especially relevant to children's problems in reading comprehension: (1) reading differs from early language experiences, and an analysis of these differences can indicate likely sources of reading difficulty; (2) reading is a process that involves constructing hypotheses based on prior knowledge, while a lack of such knowledge can lead to incorrect hypotheses; (3) the emphases on decoding skills in early grades often engages children in essentially meaningless reading activities, giving the impression that reading has no purpose; and (4) an entirely new set of strategic skills is needed for functional reading tasks such as reading textbooks or following instructions, tasks for which no foundation has been laid. Implications for testing are discussed, including the use of an individualized approach that embeds testing in the ongoing reading and writing activities in which the student is engaged. (DF)
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.
Identifiers: Center for the Study of Reading (Illinois)