Much has been written about the desirability of turning disabled readers on to reading. Replacing negative feelings and disinterest which disabled readers typically have toward books is one of the most difficult tasks of all. But when disabled readers report little or no encouragement from home the challenge becomes even greater. Recent research has shown three very important factors in developing interest in reading-all three factors within the home: (1) fathers who read to children; (2) mothers who read to children and; (3) the availability of easy reading material in the home (Sucher, Note 1). When asked about reading habits and home involvement via the Literature Preference Inventory (Abrahamson and Stetson, Note 2), disabled readers tutored at the University of Houston Diagnostic Learning Center reported very little home involvement (Colvin and Tomas, 1978). A tabulation of student responses concerning home reading habits revealed that 85% of the mothers and 95% of the fathers seldom or never read to them. The prospects of turning these readers on to books did not look bright. The following paragraphs detail the Recreational Reading Program (RRP) implemented at the Diagnostic Learning Center in order to meet this challenge.
Colvin, M. A., & Stetson, E. (1980). A Recreational Reading Program for Disabled Readers: It Works!. Reading Horizons: A Journal of Literacy and Language Arts, 20 (4). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol20/iss4/3