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| Format: | Recurso educativo Open Access |
| Language: | en |
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| Online Access: | https://eric.ed.gov/?id=ED002603 |
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| _version_ | 1867181656499027968 |
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| author | CUTTS, WARREN G. |
| author_facet | CUTTS, WARREN G. CUTTS, WARREN G. |
| collection | Education Resources Information Center |
| contents | A MODEL PROGRAM FOR REMEDIAL READING. CUTTS, WARREN G. Demonstration Programs Diagnostic Tests Individualized Programs Instructional Materials Library Facilities Motivation Techniques Personnel Selection Program Development Reading Centers Remedial Reading Student Needs WHENEVER IT BECOMES NECESSARY FOR A PUPIL TO RECEIVE EXTRA HELP OUTSIDE THE REGULAR CLASSROOM, HE IS INVOLVED IN REMEDIAL READING. REMEDIAL INSTRUCTION IS MORE HIGHLY INDIVIDUALIZED THAN REGULAR READING INSTRUCTION, AND IS TAILORED TO INDIVIDUAL NEEDS ON THE BASIS OF DIAGNOSTIC TESTING. MOTIVATION IS IMPORTANT TO ALL REMEDIAL INSTRUCTION, FOR PUPILS HAVE USUALLY EXPERIENCED YEARS OF FAILURE AND FRUSTRATION BEFORE BEING REFERRED FOR REMEDIAL WORK. SUCH FACTORS AS INTELLECT, CONSTITUTION, ENVIRONMENT, EMOTION, AND EDUCATION, ARE RECOGNIZED AS CAUSATIVE IN RELATION TO READING FAILURE. REMEDIAL INSTRUCTION SHOULD NOT BE ATTEMPED WITHOUT SOME FORM OF DIAGNOSTIC TESTING. RESULTS OF DIAGNOSTIC TESTS SHOULD BE REGARDED AS TENTATIVE AND SUBJECT TO REVISION AS THE INSTRUCTIONAL PROGRAM PROGRESSES. DEVELOPMENT OF AN ADEQUATE REMEDIAL READING PROGRAM DEPENDS UPON SUITABLE FACILITIES AND PERSONNEL. REMEDIAL READING TEACHERS SHOULD BE SUCCESSFUL CLASSROOM TEACHERS OF READING AT THE LEVEL ON WHICH THEY ARE TO WORK WITH REMEDIAL CASES. THEY SHOULD HAVE UNIVERSITY TRAINING FOR READING SPECIALISTS OR SHOULD SERVE AN INTERNSHIP IN A READING CLINIC. THE READING CENTER SHOULD HAVE A DIRECTOR, FULL-TIME PSYCHOLOGIST, ASSISTANT TO THE DIRECTOR, AND TWO FULL-TIME SECRETARIES. THE CLINIC TEACHERS SHOULD BE FAMILIAR WITH BOTH GROUP AND PLAY-THERAPY TECHNIQUES. INSTRUCTION SHOULD BE HIGHLY INDIVIDUALIZED. THE READING CENTER AND EACH READING CLINIC SHOULD BE EQUIPPED WITH LARGE QUANTITIES OF READING MATERIALS OF EVERY DESCRIPTION ON EVERY INSTRUCTIONAL LEVEL AND IN EVERY AREA OF INTEREST. THE MAIN LIBRARY AND MATERIALS LABORATORY SHOULD BE LOCATED IN A READING CENTER. EACH CLINIC SHOULD BE EQUIPPED WITH A 16MM SOUND PROJECTOR, AT LEAST TWO FILM STRIP PROJECTORS, AND AT LEAST FOUR TAPE RECORDERS. DETAILED DESCRIPTIONS TO ASSIST IN PLANNING THE DESIGN OF THE READING CENTER ARE INCLUDED. |
| format | Recurso educativo Open Access |
| id | eric_ED002603 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| record_format | eric |
| spellingShingle | A MODEL PROGRAM FOR REMEDIAL READING. CUTTS, WARREN G. Demonstration Programs Diagnostic Tests Individualized Programs Instructional Materials Library Facilities Motivation Techniques Personnel Selection Program Development Reading Centers Remedial Reading Student Needs A MODEL PROGRAM FOR REMEDIAL READING. CUTTS, WARREN G. Demonstration Programs Diagnostic Tests Individualized Programs Instructional Materials Library Facilities Motivation Techniques Personnel Selection Program Development Reading Centers Remedial Reading Student Needs WHENEVER IT BECOMES NECESSARY FOR A PUPIL TO RECEIVE EXTRA HELP OUTSIDE THE REGULAR CLASSROOM, HE IS INVOLVED IN REMEDIAL READING. REMEDIAL INSTRUCTION IS MORE HIGHLY INDIVIDUALIZED THAN REGULAR READING INSTRUCTION, AND IS TAILORED TO INDIVIDUAL NEEDS ON THE BASIS OF DIAGNOSTIC TESTING. MOTIVATION IS IMPORTANT TO ALL REMEDIAL INSTRUCTION, FOR PUPILS HAVE USUALLY EXPERIENCED YEARS OF FAILURE AND FRUSTRATION BEFORE BEING REFERRED FOR REMEDIAL WORK. SUCH FACTORS AS INTELLECT, CONSTITUTION, ENVIRONMENT, EMOTION, AND EDUCATION, ARE RECOGNIZED AS CAUSATIVE IN RELATION TO READING FAILURE. REMEDIAL INSTRUCTION SHOULD NOT BE ATTEMPED WITHOUT SOME FORM OF DIAGNOSTIC TESTING. RESULTS OF DIAGNOSTIC TESTS SHOULD BE REGARDED AS TENTATIVE AND SUBJECT TO REVISION AS THE INSTRUCTIONAL PROGRAM PROGRESSES. DEVELOPMENT OF AN ADEQUATE REMEDIAL READING PROGRAM DEPENDS UPON SUITABLE FACILITIES AND PERSONNEL. REMEDIAL READING TEACHERS SHOULD BE SUCCESSFUL CLASSROOM TEACHERS OF READING AT THE LEVEL ON WHICH THEY ARE TO WORK WITH REMEDIAL CASES. THEY SHOULD HAVE UNIVERSITY TRAINING FOR READING SPECIALISTS OR SHOULD SERVE AN INTERNSHIP IN A READING CLINIC. THE READING CENTER SHOULD HAVE A DIRECTOR, FULL-TIME PSYCHOLOGIST, ASSISTANT TO THE DIRECTOR, AND TWO FULL-TIME SECRETARIES. THE CLINIC TEACHERS SHOULD BE FAMILIAR WITH BOTH GROUP AND PLAY-THERAPY TECHNIQUES. INSTRUCTION SHOULD BE HIGHLY INDIVIDUALIZED. THE READING CENTER AND EACH READING CLINIC SHOULD BE EQUIPPED WITH LARGE QUANTITIES OF READING MATERIALS OF EVERY DESCRIPTION ON EVERY INSTRUCTIONAL LEVEL AND IN EVERY AREA OF INTEREST. THE MAIN LIBRARY AND MATERIALS LABORATORY SHOULD BE LOCATED IN A READING CENTER. EACH CLINIC SHOULD BE EQUIPPED WITH A 16MM SOUND PROJECTOR, AT LEAST TWO FILM STRIP PROJECTORS, AND AT LEAST FOUR TAPE RECORDERS. DETAILED DESCRIPTIONS TO ASSIST IN PLANNING THE DESIGN OF THE READING CENTER ARE INCLUDED. |
| title | A MODEL PROGRAM FOR REMEDIAL READING. |
| topic | Demonstration Programs Diagnostic Tests Individualized Programs Instructional Materials Library Facilities Motivation Techniques Personnel Selection Program Development Reading Centers Remedial Reading Student Needs |
| url | https://eric.ed.gov/?id=ED002603 |