Abstract
In this article, Mr. Engelmann describes some of the insights into the process of reading gained through several years of study of preschool children from culturally deprived homes. There are many parallels between the learning handicaps of such children and those of young school age retarded children. This paper discusses task analysis, the breaking down of large tasks such as reading or phonic analysis into their component parts. Only when this is done can the reasons for failure be pinpointed and successful remediation planned. A very specific program for building the missing abilities and concepts is described.
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