Publication Date



As the title suggests, there is concern among many of us that children can experience serious difficulty in learning to read. We expect to see some evidence of confusion and incomplete skill development as our pupils are learning to read. The quandry we face, however, is that some of these children do not grow beyond these stages—they continue to be confused, to not work up to their full potential. Often we have been unable to identify these children from the others in order to provide special instruction early enough to avoid compounding the learning problems that soon arise. In many schools, by the time the parents and teacher realize that the child is having serious difficulty learning to read, often the child has decided that he is stupid or that school is "dumb" —and we face behavior and motivation problems which compound enormously the task of remediation.

Included in

Education Commons