ERIC Number: ED205931
Record Type: RIE
Publication Date: 1981-Jun
Reference Count: 0
Future Trends of Diagnosis and Instruction in the Primary Grades.
Helfeldt, John P.
Future assessments and instruction in reading in the primary grades will shift from a task oriented analysis toward a learner centered analysis designed to determine what the learner contributes to his or her own learning. Thus a "cognitivistic-mentalistic" rather than a behavioristic analysis of the reading act will occur. However, future instructional trends will not and should not eliminate the positive attributes of the structure of scope, sequence, and pacing that are inherent in various basal reading programs. Diagnosis and instruction may be influenced by what we learn about factors such as specialized brain functioning, auditory-visual integration, bioneurological differences between boys and girls, and cognitive style. Instruction will be differentiated by factors related to what an individual can learn and how the individual might learn most efficiently, rather than by when instruction "should" occur. Though traditional diagnostic procedures will continue to dominate the educational setting, the enriched perspective that may result from the understanding of learning factors such as auditory-visual integration abilities may help us to understand the more difficult cases of reading problems where individuals were unable to originally develop particular skills or could not take advantage of subsequent concentrated instructional activities aimed at teaching these skills. (HOD)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Conference on Reading (34th, Cullowhee, NC, June 21-26, 1981).