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Modern Art Reading: Because it is difficult for poor readers to function effectively in modern art Reading society, countries throughout the world have provided for reading instruction beyond the elementary grades. Such instruction comprises both remedial and developmental reading programs.
Remedial Reading Instruction. Remedial instruction is suited to pupils that are reading below their potential levels; such pupils are termed "disabled." A slow learner in the fifth grade who is reading at third-grade level is probably reading at his potential level and is thus not disabled; a gifted pupil in the fifth grade reading at fifth-grade level is probably reading below his potential level and must thus be considered a disabled reader.
At about the fourth grade the silent-reading rate begins to forge ahead of the oral-reading rate. When this fact was discovered, it became apparent that pupils' reading progress might be retarded if they continued to read aloud. Thereupon the pendulum swung to the opposite extreme of giving practically no attention to oral reading. At present, oral reading is beginning to occupy its rightful place in the reading program. It has social value as a means of sharing one's enjoyment of a book or article, and diagnostic value as a check on the mechanics of reading and on accuracy of reading comprehension.
Extensive reading of interesting material is effective in increasing vocabulary and fluency of reading. During the preadolescent years children generally do more voluntary reading than at any other age. This interest in wide reading should be encouraged and stimulated. Well-selected books bring their own sufficient reward (131, 1955). |
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