ERIC Number: ED044259
Record Type: RIE
Publication Date: 1970
Reference Count: N/A
Reading for the Disadvantaged: Problems of Linguistically Different Learners.
Horn, Thomas D., Ed.
If our historic goals of individual opportunity and literacy are to be realized, contributions from all appropriate disciplines must be brought to focus in classroom language instruction. The organization and content of this book reflect this interdisciplinary point of view. A basic concern is to explore possible solutions to educational problems that arise from the differences in the values held by persons responsible for educational programs and by school patrons who evidence one or more of the characteristics that identify them as disadvantaged. As the subtitle suggests, this book has two aims: (1) to direct attention to the crucial part that linguistic differences play in the state of being disadvantaged and (2) to highlight the need to meet the problems of linguistically different learners who, though not otherwise disadvantaged, are having serious language-based problems in reading. Twenty-four reading specialists, linguists, sociologists, and psychologists authored chapters in this book. Parts 1 and 2, Social and Economic Backgrounds and Language, treat separately the characteristics of whites, blacks, Spanish-speakers, and American Indians. Part 3, Implications for Teachers, presents suggestions for grade levels from preschool through high school. An extensive bibliography is included. (Author/DH)
Descriptors: American Indians, Black Dialects, Disadvantaged Youth, Elementary Schools, High Schools, Interdisciplinary Approach, Language Patterns, Learning Theories, Preschool Education, Reading, Reading Instruction, Social Dialects, Socioeconomic Background, Spanish Speaking
Harcourt, Brace, and World, Inc., New York, N.Y.
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A