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ERIC Number: ED063573
Record Type: RIE
Publication Date: 1972-May
Pages: 13
Abstractor: N/A
Reference Count: 0
Reading and Urban Education: An Analysis of Some Traditional and Emerging Premises.
Brunner, Joseph
Teachers should analyze the validity of those assumptions upon which schools operate. The premise that urban schools exist to teach children the three R's seems inaccurate in the face of evidence that many low income and minority group children are not reading at acceptable grade levels. The appropriateness of the medical diagnostic model in an educational setting seems suspect considering educators' lack of agreement in classifying behavior coupled with their tendency to project varying frames of reference upon the behavior they report. The deficit model of instruction for "disadvantaged" youth overlooks both teachers' errors in assessing the language production of children and the possibility that existing school environments might neither elicit the language production nor promote the language development of all children. Finally, though a visual perception deficit is often cited as a major cause of reading failure, some research indicates no difference between the success rate of retarded readers with perceptual deficits and those with none. (RD)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the annual meeting of International Reading Assn. (17th, Detroit, May 10-13, 1972)