ERIC Number: ED155639
Record Type: RIE
Publication Date: 1976-May
Reference Count: 0
Relative Teachability and Compensatory Education.
There are two educational facts of life: some children are hard to teach and the need exists for some form of remedial reading instruction. This paper seeks to impress on teachers the need to identify those children who are hard to teach and then to adapt the components of remedial reading instruction to fit the needs of those students. This "best fit" rationale requires the identification of certain student characteristics and instructional/teacher characteristics, some of which are discussed. The paper concludes by commenting on several papers presented at the Pittsburgh conference on the theory and practice of beginning reading in terms of the hard-to-teach child and of components of remedial reading instruction. Discussion following presentation of the paper is attached. (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, May 1976; For related documents see, CS 004 132-133, CS 004 135, CS 004 137-173, ED 125 315 and ED 145 399