ERIC Number: ED436737
Record Type: Non-Journal
Publication Date: 1997
Reference Count: N/A
Helping the Hard-to-Accelerate Child: Problem-Solving the More Difficult Cases.
Running Record, v10 n1 p1,6-11 Fall 1997
This paper addresses helping children in Reading Recovery who are not responding to instruction: it focuses on conditions that are under the control and influence of teachers and teacher leaders, leaving aside questions of whether the school program or district implementation may be flawed. Sections of the paper address: (1) lack of acceleration as an implementation issue; (2) lack of acceleration as a teaching issue; and (3) beginning the analysis: checking on yourself. It then presents four scenarios that discuss problems that often arise in teaching Reading Recovery children: the child does not take on the task of learning; processing problems with text reading; the child has difficulty remembering; and processing problems in hearing sounds in words. It concludes that teachers must consider each child individually. Contains 12 references. (EF)
Publication Type: Guides - Non-Classroom; Journal Articles
Education Level: N/A
Authoring Institution: Reading Recovery Council of North America, Columbus, OH.