Slow Learners: A Break in the Circle - A Practical Guide for by Diane Griffin
By Diane Griffin
First released in 1978. Routledge is an imprint of Taylor & Francis, an informa corporation.
Read or Download Slow Learners: A Break in the Circle - A Practical Guide for Teachers (Woburn Educational Series) PDF
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Extra info for Slow Learners: A Break in the Circle - A Practical Guide for Teachers (Woburn Educational Series)
Sample text
16 books in 4 stages with 4 workbooks. Well illustrated information readers. Very popular with boys. 6 books. Phonic approach. Attractive paperback style supplementary readers. Illustrations rather infrequent. Series of 3 books. Series of 6 attractive well-illustrated paperback supplementary readers. 4 books. Stories, comic strips and games. Appeal to many children. Set of 6 books in two graded series of 3. Set of 6 books on modern teenage subjects. A. A. Author Publisher Description Structural Readers 7–10 BCD Allen Longman Teenage Twelve 7–9 CD Richardson Gibson They Were First 7–9 BCD Smith & Newton Oliver & Boyd Trend 7–10 CD Bird Ginn Trigger Books True Adventure Series Joan Tate Varieties 7–8 various various Heinemann Ulverscroft Blackie 7–9 CD BC AB Adventure Road to Reading 8–10 ABC Petheram & Byers Hulton Almost 50 graded supplementary readers and plays.
A number of schemes are available comprising books, workbooks, and a variety of subsidiary material and most children will make some progress with these. However, by the very nature of the problems of many slow learners, numerous children will need to use a wider variety of books at any given level than any of the existing schemes provide in order to consolidate progress. Moreover if the child is to maintain interest and motivation he is going to need to step out of the confines of a single scheme quite regularly.
What is important is that the teacher decides on the best order both for himself and the child concerned. A possible order follows, but this is subject to amendment by both teacher preference and the needs of each child. It has been suggested that competence in phonic word attack skills will give the child added independence in his reading but in any phonic programme some general points should be considered: 1) In the early stages of phonics oral work should be emphasised to confirm that the child is not making associations based on the shape of a word alone.