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ERIC Number: ED036807
Record Type: RIE
Publication Date: 1967
Pages: 4
Abstractor: N/A
Reference Count: 0
Teaching the Educationally Disadvantaged Hispano Child at the K-3 Level.
Sepulveda, Betty R.
Contending that language is the single greatest block to developing a deprived Hispano child's full learning potential, this primary teacher proposes a re-examination of reading readiness procedures at the K-3 level. She maintains that disadvantaged children are not non-verbal, as they are often mis-categorized, but have tremendous difficulty assimilating the middle-class learning structure, because they actually speak a "poverty dialect," quite different from standard spoken English. Because of this, the traditional approach to teaching reading is fundamentally wrong on two counts: (1) the present curriculum does not provide for a transition program to bridge the formal language gap that exists initially between disadvantaged and middle-class children, and (2) teaching reading before formal language usage establishes a substantial language barrier which inhibits learning in all areas. (Learning to read is actually the third step in language learning, and should only be attempted after the listening and speaking skills have been acquired.) Based on the assumption that pupils must be able to understand and speak formal standard English before they can profit from public school education, the author has developed a methodology called "Formal Language Learning" to help the pupil acquire formal spoken usage through functional activities. (FB)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A