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ERIC Number: ED155648
Record Type: RIE
Publication Date: 1976-Jun
Pages: 43
Abstractor: N/A
Reference Count: 0
Black Dialect, Reading Interference and Classroom Interaction.
Simons, Herbert D.
A major problem that continues to plague United States education is the fact that large numbers of disadvantaged black students are not learning to read well enough to function in society. This paper discusses three reasons for the problem of teaching reading to these students. First, there exist no comprehensive developmental reading theories, no basic understanding of the reading acquisition process. Second, most innovations that occur in such reading instruction are merely reorganizational, teaching the same sets of skills in different ways. Finally, reading research and instruction have tended to focus on materials and methods rather than on instructional interchange between teacher and students in classroom situations. From the discussion of these failures to improve reading instruction for blacks, the paper concludes that more research should take the form of classroom observation into the interaction behaviors and processes between teachers, disadvantaged black students, and instructional materials. Discussion following presentation of the paper is included. (RL)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: 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, June 1976; Some parts of document may be marginally legible; For related documents see, CS 004 132-133, CS 004 135, CS 004 137-173, ED 125 315 and ED 145 399