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TEACHING READING TO CHILDREN WITH LOW MA'S.

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Title: TEACHING READING TO CHILDREN WITH LOW MA'S.
Authors: ENGELMANN, SIEGFRI, Illinois Univ., Urbana. Inst. of Research for Exceptional Children.
Peer Reviewed: N
Page Count: 20
Publication Date: 2025
Descriptors: Beginning Reading, Cognitive Development, Instructional Improvement, Learning Problems, Low Achievement, Prereading Experience, Preschool Children, Reading Instruction, Reading Programs, Reading Skills, Skill Development, Slow Learners, Teaching Methods
Abstract: ONE OF THE PROBLEMS OF TEACHING READING TO CHILDREN WITH LOW MENTAL AGES, FOR EXAMPLE, OF FOUR TO FIVE, IS THAT MOST READING PROGRAMS ARE GEARED TO THE CHILDREN WITH A MENTAL AGE OF ABOUT SIX AND ONE-HALF. A CHILD WITH THIS HIGHER MENTAL DEVELOPMENT WILL OFTEN HAVE MANY OF THE BASIC READING SKILLS ALREADY ACCOMPLISHED, OR HE CAN LEARN THEM QUICKLY AND WITHOUT THE BENEFIT OF THE MOST EFFICIENT INSTRUCTION. A CHILD WITH A LOW MENTAL-AGE MIGHT STRUGGLE TO LEARN TO READ UNDER SUCH A PROGRAM FOR AN INORDINATE AMOUNT OF TIME. RETARDED, HANDICAPPED, AND DEPRIVED CHILDREN MUST GENERALLY BE INSTRUCTED IN THE MOST BASIC READING SKILLS. THEY MUST BE SHOWN THAT EACH LETTER REPRESENTS A SOUND. THEY MUST THEN BE TAUGHT THAT THESE SOUNDS ARE SEQUENCED IN A WORD IN TIME. THAT IS, THEY MUST LEARN HOW TO BLEND. RHYMING AND ALLITERATION TASKS ARE USEFUL IN TEACHING BLENDING SKILLS. IN DEVELOPING THIS SOUND-SEQUENCE SKILL, CONTINUOUS-SOUND WORDS LIKE "FAN" AND "RAN" SHOULD BE INTRODUCED BEFORE STOP-SOUND WORDS LIKE "CAT" AND "RAT." WORDS WHOSE PRONUNCIATION DOES NOT FIT THE FUNDAMENTAL SOUND-SEQUENCE APPROACH, FOR EXAMPLE, "HAVE," IN WHICH THE "E" IS NOT PRONOUNCED, AND "SHE," WHICH CONTAINS A DOUBLE LETTER SOUND, ARE CALLED IRREGULAR WORDS AND ARE TO BE INTRODUCED LAST. INSTRUCTION SHOULD BE UNIFORM FOR ALL PUPILS. (WO)
Entry Date: 1968
Accession Number: ED015020
Database: ERIC
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED015020
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    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED015020
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IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: TEACHING READING TO CHILDREN WITH LOW MA'S.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22ENGELMANN%2C+SIEGFRI%22">ENGELMANN, SIEGFRI</searchLink><br /><searchLink fieldCode="AR" term="%22Illinois+Univ%2E%2C+Urbana%2E+Inst%2E+of+Research+for+Exceptional+Children%2E%22">Illinois Univ., Urbana. Inst. of Research for Exceptional Children.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 20
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Beginning+Reading%22">Beginning Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Development%22">Cognitive Development</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Improvement%22">Instructional Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Problems%22">Learning Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Achievement%22">Low Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Prereading+Experience%22">Prereading Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Programs%22">Reading Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Slow+Learners%22">Slow Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: ONE OF THE PROBLEMS OF TEACHING READING TO CHILDREN WITH LOW MENTAL AGES, FOR EXAMPLE, OF FOUR TO FIVE, IS THAT MOST READING PROGRAMS ARE GEARED TO THE CHILDREN WITH A MENTAL AGE OF ABOUT SIX AND ONE-HALF. A CHILD WITH THIS HIGHER MENTAL DEVELOPMENT WILL OFTEN HAVE MANY OF THE BASIC READING SKILLS ALREADY ACCOMPLISHED, OR HE CAN LEARN THEM QUICKLY AND WITHOUT THE BENEFIT OF THE MOST EFFICIENT INSTRUCTION. A CHILD WITH A LOW MENTAL-AGE MIGHT STRUGGLE TO LEARN TO READ UNDER SUCH A PROGRAM FOR AN INORDINATE AMOUNT OF TIME. RETARDED, HANDICAPPED, AND DEPRIVED CHILDREN MUST GENERALLY BE INSTRUCTED IN THE MOST BASIC READING SKILLS. THEY MUST BE SHOWN THAT EACH LETTER REPRESENTS A SOUND. THEY MUST THEN BE TAUGHT THAT THESE SOUNDS ARE SEQUENCED IN A WORD IN TIME. THAT IS, THEY MUST LEARN HOW TO BLEND. RHYMING AND ALLITERATION TASKS ARE USEFUL IN TEACHING BLENDING SKILLS. IN DEVELOPING THIS SOUND-SEQUENCE SKILL, CONTINUOUS-SOUND WORDS LIKE "FAN" AND "RAN" SHOULD BE INTRODUCED BEFORE STOP-SOUND WORDS LIKE "CAT" AND "RAT." WORDS WHOSE PRONUNCIATION DOES NOT FIT THE FUNDAMENTAL SOUND-SEQUENCE APPROACH, FOR EXAMPLE, "HAVE," IN WHICH THE "E" IS NOT PRONOUNCED, AND "SHE," WHICH CONTAINS A DOUBLE LETTER SOUND, ARE CALLED IRREGULAR WORDS AND ARE TO BE INTRODUCED LAST. INSTRUCTION SHOULD BE UNIFORM FOR ALL PUPILS. (WO)
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1968
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED015020
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED015020
RecordInfo BibRecord:
  BibEntity:
    PhysicalDescription:
      Pagination:
        PageCount: 20
    Subjects:
      – SubjectFull: Beginning Reading
        Type: general
      – SubjectFull: Cognitive Development
        Type: general
      – SubjectFull: Instructional Improvement
        Type: general
      – SubjectFull: Learning Problems
        Type: general
      – SubjectFull: Low Achievement
        Type: general
      – SubjectFull: Prereading Experience
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Reading Programs
        Type: general
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Slow Learners
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
    Titles:
      – TitleFull: TEACHING READING TO CHILDREN WITH LOW MA'S.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Illinois Univ., Urbana. Inst. of Research for Exceptional Children.
      – PersonEntity:
          Name:
            NameFull: ENGELMANN, SIEGFRI
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 12
              Type: published
              Y: 2025
ResultId 1