Process Deficits in Learning Disabled Children and Implications for Reading.

Autor/in	Johnson, Doris J.
Institution	Pittsburgh Univ., PA. Learning Research and Development Center.
Titel	Process Deficits in Learning Disabled Children and Implications for Reading.
Quelle	(1976), (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Attention; Beginning Reading; Conference Reports; Diagnostic Teaching; Exceptional Child Education; Learning Disabilities; Learning Modalities; Primary Education; Reading Difficulty; Reading Instruction; Reading Research; Sensory Integration; Sensory Training; Teaching Methods + Suchen Sie Ihr Suchwort? Aufmerksamkeit; Erstleseunterricht; Diagnostic assessment; Diagnostisches Verfahren; Learning handicap; Lernbehinderung; Lernumgebung; Primarbereich; Reading difficulties; Leseschwierigkeit; Leseunterricht; Leseforschung; Sensorische Integration; Sensorische Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	An exploration of specific deficits of learning disabled children, especially in the auditory system, is presented in this paper. Disorders of attention, perception, phonemic and visual discrimination, memory, and symbolization and conceptualization are considered. The paper develops several questions for teachers of learning disabled children to consider when developing programs of reading instruction: (1) What is the nature of the input stimulation? (2) What is the expected response from the child? (3) What is the nature of the vocabulary? (4) What is the nature of the sentence structure, and is it comparable to the child's language? (5) Is the material in keeping with the child's level of experience and interest? and (6) Will the teaching method require deductive or inductive thought processes (are the reading rules learned explicitly or implicitly)? Other factors to be considered include specific aspects of the reading materials (size or print, amount of material on the page, story length, and nature of the pictures/illustrations), level of intelligence, language, and experience. Discussion following presentation of the paper is included. (RL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01