ISSN:0268-2141    

DOI:10.1111/j.1467-9604.1991.tb00421.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

The events of twelve months ago will still be fresh in many people's minds. From relative obscurity Martin Turner was pitched into the centre of a national controversy. Together with other colleagues he published evidence that suggested there was a significant downward trend in reading standards in primary school children. The accompanying publicity, and indeed hysteria, prompted the then Secretary of State to commission two investigations, both of which have now reported. The heat generated by these events shows little sign of abating. Here Turner elaborates on previous statements, giving reasons for maintaining his position that the purported decline is firmly linked to teaching method and in particular the widespread use of the ‘psycholinguistic’ approach. He also challenges readers to propose an alternative hypothesis. Debates about reading standards are, of course, far from new. Periodically the country agonises about such matters without reaching much conclusion. Meanwhile teachers soldier patiently on. This time, one suspects, the debate is in for a much longer run and may substantially affect pract

ISSN:0268-2141    

DOI:10.1111/j.1467-9604.1991.tb00422.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

Like Martin Turner, David Thomas has also achieved some notoriety. Even earlier than Turner he too was claiming to have unearthed evidence of a downward trend in reading standards. Here, however, he chooses not to go back over that research in detail but to concentrate on his philosophical position and what he considers to be the most productive ‘framework’ for teaching reading. Clearly he has thought long and deep on this topic and can be identified with the eclectic/multifunctional position. Further he has some pertinent observations to make on the physical layout of bases that will encourage reading development. This latter point will strike a chord with many readers who would maintain that childrens' learning is as much a product of resources and a conducive environment as it is of any particular teaching met

ISSN:0268-2141    

DOI:10.1111/j.1467-9604.1991.tb00423.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

Donald Moyle's vast experience and mature reflection are clearly discernible in this article. While accepting there possibly is a problem in relation to reading standards he carefully distances himself from the protagonists of extreme positions. Like David Thomas, he sees little virtue in a single approach and finds no problem in happily integrating methods. Patiently he returns to an earlier thesis, expounded in his bookChildren's Words, that a combination of the language experience and story method offers the most productive way forward.

ISSN:0268-2141    

DOI:10.1111/j.1467-9604.1991.tb00424.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

Keith Topping brings yet another dimension to this discussion of reading. His work with parents will be well known to most readers. Here, as one would suspect, he takes issue with those who have selectively interpreted some recent studies as indicating there is little of advantage in parental involvement schemes. He dismisses these critics for not taking the totality of the research findings into consideration. Turning to the question of a supposed fall in reading standards he seesnothing significant in the accumulated evidence and derides the media for its hysterical attitude.He reiterates his views on parental involvement and shrewdly points to the cost‐effectiveness of such strategies. This point will not be lost these days on hard‐pressed decision mak

ISSN:0268-2141    

DOI:10.1111/j.1467-9604.1991.tb00425.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

After perusing this article readers will be able to add a new phrase to their educational armoury,scotopic sensitivity syndrome! This refers to a suggested new cause of dyslexia. The work carried out at the Irlen Institute figures prominently in this field and in particular their prescribed remediation, the wearing of spectacles with coloured lenses or the use of coloured perspex sheets to cover a page. Such a technique was bound to be greeted with a large degree of cynicism. The authors themselves are cautious in drawing conclusions from their investigations. There does appear sufficient evidence, however, for more sustained research.

ISSN:0268-2141    

DOI:10.1111/j.1467-9604.1991.tb00426.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

Those who saw that fascinating series of television programmes last autumn,The Transformers, will be familiar with what follows. The work of Reuven Feuerstein in promoting thinking skills is well documented, the Lipman strategy is less well known. Will Robinson summarises this for us and shows how it is possible to develop philosophical investigation in even quite young pupils. Twelve steps make up the programme and Robinson, an experienced tutor of the Lipman method in this country, advocates that substantial trials be undertaken to demonstrate its effectiveness. Interestingly he hints that such skills would enhance the role of the special needs co‐ordinator. There is a lot of substance in what he says and one can expect to hear more of thi

ISSN:0268-2141    

DOI:10.1111/j.1467-9604.1991.tb00427.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

Dolores Loughrey takes a refreshing look at the use of computers in special educational settings. Many of her arguments have been deployed before but it is encouraging to have further confirmation of those beliefs. The use of computer technology still has a long way to go and is far from being a standard tool of special needs educators. Perhaps the sense of fun and excitement that creeps into this article will entice others into this area.

ISSN:0268-2141    

DOI:10.1111/j.1467-9604.1991.tb00428.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

John Williamson and Chris McConville are interested in the grammatical competence of children with special needs. They have two major concerns. The first is the National Curriculum demands on the structure of written standard English that pupils are expected to attain at the age of 11. The second concern is whether there are any major differences between mainstream and special school children in their use of written language. This particular study looks, in depth, at the work of three children from a primary school and three from a school for children with moderate learning difficulties. While the results indicate little in the way of major differences, readers will be interested in the authors' conclusions regarding the writing process.

ISSN:0268-2141    

DOI:10.1111/j.1467-9604.1991.tb00429.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

ISSN:0268-2141    

DOI:10.1111/j.1467-9604.1991.tb00430.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY