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Reading and the Slow Learner.

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Title: Reading and the Slow Learner.
Language: English
Authors: Ediger, Marlow
Peer Reviewed: N
Page Count: 9
Publication Date: 2002
Document Type: Opinion Papers
Descriptors: Context Clues, Elementary Education, Phonics, Reading Aloud to Others, Reading Difficulties, Reading Instruction, Sequential Learning, Slow Learners, Teacher Role, Word Recognition
Abstract: Advocates of high standards and expectations usually believe that gaps in reading achievement can be eliminated with good teaching, but slow readers need a specially designed reading curriculum. The teacher first needs to use an informal reading inventory to determine the student's reading level. Functioning generally on a higher level than students with mental retardation but on a lower level than average students are a large number of students known as slow learners (approximately 14% of the school population). Slow learners tend to be concrete in their thinking, need help with strategies and organization, and be eager for success. To sequence learnings from the concrete and the semiconcrete to print requires careful planning on the teacher's part. The teacher must study slow readers to realize how much background information they need before they engage in reading print. The teacher also must select library books carefully to read to slow readers and to notice whether students are following the content being read. Perhaps the best way to emphasize a student's becoming skilled in word recognition is to stress use of context clues. Next to context clues, phonics may be stressed to unlock unknown words. Students may need learning opportunities to notice words on flash cards or a computer program. With flash cards, peers like to work together on drill and practice activities. Slow readers need much guidance from the teacher to develop sequential skills in word recognition and in comprehension. By listening to stories read aloud and being engaged in successful reading experiences, the slow learner might well make reading a lifetime endeavor. (NKA)
Entry Date: 2003
Accession Number: ED469152
Database: ERIC
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  Data: Reading and the Slow Learner.
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  Group: Lang
  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Ediger%2C+Marlow%22">Ediger, Marlow</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: N
– Name: Pages
  Label: Page Count
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  Data: 9
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2002
– Name: TypeDocument
  Label: Document Type
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  Data: Opinion Papers
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Context+Clues%22">Context Clues</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Phonics%22">Phonics</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Aloud+to+Others%22">Reading Aloud to Others</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Difficulties%22">Reading Difficulties</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Sequential+Learning%22">Sequential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Slow+Learners%22">Slow Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Recognition%22">Word Recognition</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Advocates of high standards and expectations usually believe that gaps in reading achievement can be eliminated with good teaching, but slow readers need a specially designed reading curriculum. The teacher first needs to use an informal reading inventory to determine the student's reading level. Functioning generally on a higher level than students with mental retardation but on a lower level than average students are a large number of students known as slow learners (approximately 14% of the school population). Slow learners tend to be concrete in their thinking, need help with strategies and organization, and be eager for success. To sequence learnings from the concrete and the semiconcrete to print requires careful planning on the teacher's part. The teacher must study slow readers to realize how much background information they need before they engage in reading print. The teacher also must select library books carefully to read to slow readers and to notice whether students are following the content being read. Perhaps the best way to emphasize a student's becoming skilled in word recognition is to stress use of context clues. Next to context clues, phonics may be stressed to unlock unknown words. Students may need learning opportunities to notice words on flash cards or a computer program. With flash cards, peers like to work together on drill and practice activities. Slow readers need much guidance from the teacher to develop sequential skills in word recognition and in comprehension. By listening to stories read aloud and being engaged in successful reading experiences, the slow learner might well make reading a lifetime endeavor. (NKA)
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  Data: 2003
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
    Subjects:
      – SubjectFull: Context Clues
        Type: general
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Phonics
        Type: general
      – SubjectFull: Reading Aloud to Others
        Type: general
      – SubjectFull: Reading Difficulties
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Sequential Learning
        Type: general
      – SubjectFull: Slow Learners
        Type: general
      – SubjectFull: Teacher Role
        Type: general
      – SubjectFull: Word Recognition
        Type: general
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      – TitleFull: Reading and the Slow Learner.
        Type: main
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            NameFull: Ediger, Marlow
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              M: 01
              Type: published
              Y: 2002
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