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Given intact psycho-neurologic and perceptual systems, all children from birth to school entrance are successful language users. For many, however, failure begins during their initial exposure to reading instruction in kindergarten. This paper will examine how the application of certain learning principles in the young child's home foster successful learning while ignoring those same principles in the schools allows or fosters failure.

The major purpose of this paper is to demonstrate how these guides from the first learning environment, the home, can be better implemented in the schools so that reading problems can be prevented or ameliorated in a more hospitable environment.

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