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Essay / Research Paper Abstract
This 10 page paper looks at this elementary education topic. How to teach reading and writing properly is explored and the importance of individual evaluation when necessary is emphasized. The whole language versus phonics controversy is discussed as well. Dyslexia and other learning disabilities related to reading are included. Bibliography lists 9 sources.
Page Count:
10 pages (~225 words per page)
File: RT13_SA406rd.rtf
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Unformatted sample text from the term paper:
verbal language is acquired by toddlers, the art of written material is arguably more than something that can just be picked up without formal instruction. Further, while some children easily
learn to read at very young ages, some children struggle. Even when formally provided with excellent teachers as well as tried and true curriculums, there are children who simply do
not learn to read on schedule. Those who have difficulty with reading or writing may be affected by one of many disabilities. Sometimes it is true that the children
are simply not being taught correctly. Of course, those cases today are rare as school systems generally mandate state of the art paradigms. At the same time, some of those
models have come under scrutiny. In fact, to an extent, problems with reading have been blamed on the whole language approach. Others have blamed factors such as emotional problems harbored
by the student. Yet, the teaching of reading and writing is more than a simple task that requisites a simple solution when problems arise. Richek, Caldwell, Jennings & Lerner (2001)
for example provide an array of choices for educators as they embark on teaching strategies. However, a problem erupts as controversies infiltrate education, sometimes leaving little room for choice. This
is true as teachers wrestle with their own autonomy and the school board that mandates certain dictates. The whole language controversy for example is something that is relevant here and
may provide some clues as to why some children do not learn how to read easily. Much in the literature on education has found that direct, early instruction which is
based upon an integration of "meaning-based" and "code-oriented" strategies result in significant improvements in reading achievement (Vellutino & Scanlon, 1991 as cited in Slesinski, 1999). Such an integrated approach may
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