This book sets out a clear and logical framework for the teaching
of reading throughout different age groups, whereby systematic
progression can be developed within a structured framework. A
detailed set of recommendations are offered and are both
illustrated and justified, for the teacher to examine and use. Much
has been written about the importance of skilled and efficient
reading and language usage in the early years of education, but all
too few teachers are aware of the need for the development of
reading skills in an ordered sequence with older children as well.
Problems such as the motivation of the learner, the place of
reading in a mass media age, the extent and classification of
reading failure and the diagnosis of reading problems are examined,
and the complexities of the linguistic background and of linguistic
deprivation are covered thoroughly.
General
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