By Frederick J Morrison, Catherine Lord and Daniel P. Keating (Eds.)
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Extra resources for Applied Developmental Psychology. Volume 1
C. Reading in Classrooms versus Laboratories There are hundreds of different types of school tasks that have some bearing on learning to read. Most primary teachers use a basal reading program that includes readers, workbooks, tests, and supplementary (remedial or enrichment) materials, but modify them in various ways. There is seldom a theoretically guided sequence of reading activities.
The child answering a test question was acknowledged to be assembling and activating complex programs of mental operations. It was no longer acceptable for researchers to ignore those operations in favor of simple, easy-to-count' 'right'' or "wrong" answers. If wrong, why wrong? What particular stages of answering particular questions was the child unable to accomplish? The statistics of the mental testing movement were being recognized as potentially illusory; a table of correlations might be a gloss for ignorance of the complex mental processes that produced them.
Are in the case of the slower readers so difficult that they . . make demands on the attention which would otherwise be directed to the meanings conveyed by the words (p. 306). The ability to get the [meaning] is in large measure made possible by making certain elements of the process automatic and mechanical. The skill of the teacher will be taxed chiefly in providing a maximum of drill without at the same time making the activity such a formal exercise that the drill becomes the end, instead of the means, of increased ability to acquire meanings.