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ERIC Number: ED306542
Record Type: Non-Journal
Publication Date: 1989-May
Pages: 21
Abstractor: N/A
Reference Count: N/A
How Can the Reading Disabled Student Learn To Read and Enjoy Relevant Literature?
Biggins, Catherine M.; Sainz, Jo-Ann
Many factors influence a child's development of reading skills. Without effective instruction in reading, students fail to realize their potential. Limited English-speaking students and students in rural communities appear to lose the most. Reforms for disadvantaged students must address their needs directly, rather than assume that raising general standards will automatically meet the needs of all students. Skilled reading is constructive, fluent, strategic, motivated, and a lifelong pursuit. While reading disabled children may be unable to read words in a text, the ability to read information presented pictorially and in graphs and diagrams is present. Ability to deal with quantitative relationships and concepts or to think critically is also limited in reading disabled children, with concomitant inability to label experiences, ideas, and objects. Other possible causes of functional illiteracy hindering the reading disabled child include inadequate self-concept, lack of mentation, non-use of the cognitive powers that the student possesses, and lack of attention. Teachers must make certain that tasks are interesting, relevant, and varied, and that the students are motivated to engage in them. Teachers are most effective when they allow more time for reading, proportion work time, closely monitor pupils' efforts to ensure continued engagement, provide for frequent repetition, and drill to overlearning. Educators must find and implement ways to promote broad personal and social development as well as functional literacy skills and knowledge. (Thirty-six footnotes are included.) (MM)
Publication Type: Speeches/Meeting Papers; Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A