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- W2046503952 abstract "Teachers dealing with seriously retarded pupils have long been of the opinion that reading materials, subject matter, and vocabulary, as found in primary textbooks in reading, are poorly adapted to the needs of pupils in special divisions, subnormal rooms, opportunity rooms, and special schools. The average pupil in such divisions is retarded by approximately three to four years. His intelligence quotient is likely to be 75; chronological age, fourteen years; and grade level, III B. He is somewhat more sophisticated than the child who has progressed at the normal rate. Having a slight inferiority complex, he compensates by assuming the manner, tastes, and interests of the adult. Lacking in patience, he does not see the value of learning to read and the deferred reward that it will bring through increased financial remuneration, enjoyment of leisure, and insight into the problems concerning himself and his group. The extreme cases are those of pupils who are fourteen and fifteen years of age and still reading at the first-grade or the second-grade level. The textbooks in reading which they are given to study are juvenile in content and have been used repeatedly in all the classes which the pupils have attended. The teachers using this material secure responses from the pupils such as the following: We've read that in Miss Blank's room. I've read that a hundred times. Who wants to read that again? That's baby stuff. What is urgently needed for the special class (and perhaps for a large number of pupils struggling in regular classrooms) is reading material of interest to the pupil of more advanced years, whose tastes in literature resemble those of the adult and whose reading ability is at the third-grade level or below. 536" @default.
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- W2046503952 date "1937-03-01" @default.
- W2046503952 modified "2023-09-23" @default.
- W2046503952 title "The Effect of Adapting Reading Materials to Seriously Retarded Pupils" @default.
- W2046503952 doi "https://doi.org/10.1086/457510" @default.
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