ERIC Number: ED246387
Record Type: RIE
Publication Date: 1984-Mar
Reference Count: 0
Providing Direct Instruction in the Language Arts Class.
Cloer, Thomas, Jr.
Research suggests that some of the problems faced by reluctant readers may stem from an emphasis on evaluation that precedes real instruction. At a southeastern university, the reading education program attempts to adhere to a particular sequence of methodology for working with children to prevent reading anxiety: teaching, application, practice, and then evaluation. Typically, only one child responds to a question during the application, practice, or evaluative phase, and the other children miss the opportunity to respond and be reinforced. In order for teachers to find out which children do not understand a lesson so that it can be adjusted during the reading class, students can use a multiple response technique. Each child holds up a card or marker in response to questions, indicating the appropriate answer, or whether they understand the concept, or their attitude toward an exercise. A successful sequence for oral reading involves the use of penlights to follow the text, while lists of high frequency words can be used in basic vocabulary development. Finally, in the early stages of language arts instruction, it is essential that students be provided with predictable print that can be read with success. Teachers can make read-along booklets from predictable stories such as Bill Martin's "Instant Readers" or "Sounds of Language." (HTH)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Reluctant Readers
Note: Paper presented at the Annual Meeting of the South Carolina Council of the International Reading Association (11th, Columbia, SC, March 15-17, 1984).