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ERIC Number: ED098521
Record Type: RIE
Publication Date: 1974-Aug
Pages: 13
Abstractor: N/A
Reference Count: 0
Sequence and Structure in Reading Development.
Moyle, Donald
Both the child and the task need to be considered in designing any reading program. The test of the sequence and structure of reading instruction is not simply a matter of completing the learning activities correctly, nor is it the level of attainment reached in the reading test, but it is rather the ability of the student to apply the skills learned to any reading situation in which he finds himself. Therefore, teachers need to think in terms of reading curriculum and not narrowly in terms of reading instruction in the areas of word attack skills, comprehension, and reference skills. There are three aspects of the reading curriculum which need consideration in planning school work: reading purposes, reading media, and reading skills and techniques. Reading is too often thought of in terms of books. The child is not prepared for effective reading unless he has had experience of the whole range of media in terms of types of publication, types of writing, and types of author purpose. Two interrelated problems, structure and transfer, must receive careful attention when planning the reading curriculum. The use of the total curriculum as the basis for reading instruction holds out the greatest hope of a higher level of success in the future. (SW)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the International Reading Association World Congress on Reading (5th, Vienna, Austria, August 12-14, 1974); Not available in hard copy due to marginal reproducibility