ERIC Number: ED155624
Record Type: RIE
Publication Date: 1976-Apr
Reference Count: 0
Teaching Reading to Learning Disabled Children: A Fourth Approach.
The evidence presented in this paper suggests that deficits in selective skills are primary factors in learning disabilities, and that aptitude/treatment interaction models may be useful in devising teaching methods for the reading instruction of learning disabled children. After reviewing various approaches to teaching reading to learning disabled children, a new approach is proposed that combines task-analytic programing, applied behavioral analysis, and selective attention to certain skills. Task analysis discloses the fact that certain skills must be taught, most often correct phoneme responses to graphemes, responding in correct sequences, and blending separate sound units into one word; task analysis also reveals, however, that not all skills commonly included in conventional teaching programs are essential to problem learners. The paper concludes that more than ever and especially for the learning disabled, teachers need to carefully match the type of instruction to the needs of the individual learner. (Discussion following presentation of the paper is included.) (RL)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Pittsburgh Univ., PA. Learning Research and Development Center.
Note: Paper presented at the Conference on Theory and Practice of Beginning Reading Instruction, University of Pittsburgh, Learning Research and Development Center, April 1976; For related documents, see CS 004 132-133, CS 004 135, CS 004 137-173, ED 125 315 and ED 145 399; Not available in hard copy due to marginal legibility of original document