Sage Journals: Discover world-class research

Abstract

While visual and auditory deficits command our attention, for some children with severe reading disorders the real stumbling block is the elusive association of meaning with the printed word. In an effort to shed some light on the associative aspects of reading, the author explores the idiosyncratic evolutionary development of word measning as theorized by Bruner and Vygotsky and relates to this the oral language deficits manifested by many children with severe reading disorders. A clinically effective method, based on these theories is then presented. Added to Fernald's VAKT, original drawings and sentences, generated from the child, comprise the core of a method that is easy for both teacher and child to learn.

Get full access to this article

View all access options for this article.

References

Betts, E.A. Foundations of reading instruction. New York: American Book, 1946.

Bruner, J.S. Toward a theory of instruction. Cambridge: The Belknap Press of Harvard University Press, 1966.

Chomsky, N. Phonology and reading, in H. Levin and J.P. Williams (Ed.) Basic studies on reading. New York: Basic books, 1970.

Ellingson, C. Speaking of children: their abilities and disabilities. New York: Harper & Row. Publishers. Inc., 1975.

Goodman, K. Reading: a psycholinguistic guessing game. Journal of Reading Specialist 1967, 4, 126–35.

Gibson, E.J. and Levin, H. The psychology of reading. Cambridge: M.I.T. Press, 1975.

Harris, A.J. How to increase reading ability, (6th ed.) New York: Longman, 1975.

Fernald, G.M. Remedial techniques in basic school subjects. New York: McGraw-Hill Book Company, Inc., 1943.

Johnson, D.J. and Myklebust, H.R. Learning disability: educational principles and practices. New York: Grune & Stratton, 1967.

10.

Kavanagh, J.F. Communicating by language: the reading process.. Bethesda Md.: National Institute of Child Health and Human Development, 1968.

11.

Mattingly, I.G. Reading, the linguistic process, and linguistic awareness. In J.F. Kavanagh & J.G. Mattingly (Eds.) Language by ear and by eye, Cambridge: M.I.T. Press, 1972.

12.

McGlannan, F. Research of Interest. Hemispheric specialization-tactual processing. Journal of Learning Disabilities, Professional Press, 1976, pp. 430–432.

13.

Ollila, L.O. Foundations: what have we learned about kindergarten reading programs? In L. Ollila (Ed.) Handbook for administrators and teachers: reading in the kindergarten. Newark, Delaware: International Reading Association, 1980.

14.

Rourke, B.P. , Bakker, Dirk J. , Fisk, John L. , Strang, John D. Child neuropsychology. New York: The Guilford Press, 1983.

15.

Smith, E.B. , Goodman, K.S. and Meredith, R. Language and thinking in school. (2nd ed.) New York: Holt, Rinehart & Winston, 1976.

16.

Vernon, M.D. Backwardness in reading. London: Cambridge University Press, 1957.

17.

Vygotsky, L.S. Thought and language. Cambridge: M.I.T. Press, 1962.

18.

Wiig, E.H. and Semel, E.M. Language assessment and intervention for the learning disabled. Columbus, Ohio: Charles E. Merrill Publishing Company, 1980.

19.

Wittrock, M.C. , Beatty, J. , Bogen, J.E. , Gazzaniga, M.S. , Jerison, H.J. , Krashen, S.D. , Nebes, R.D. , Teyler, T.J. The human brain, Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1977.

Theoretical Support for and Use of Original Drawings and Associative Cues in Vocabulary Acquisition by Children with Severe Reading Disorders

Abstract

Get full access to this article

References