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- W37271650 abstract "Shirley B. Merlin Sue F. Rogers The field of reading has been in undated with programs designed to help teachers help children make better progress in reading. Teachers are involved in reviewing behavioral objectives, testing basic learning skills, and trying to manage manage ment systems. While it is hoped that these frenzied diagnostic activities will result in higher reading achievement, dis cussion with teachers leads one to wonder where the teaching of read ing fits into this scheme of classroom activities, and just how much actual teaching is involved. If we look at a typical classroom, we observe the following scheduled activities taking place: (1) Pretest ing?based on behavioral objectives; (2) teaching?select weak skills to be taught and assign children to group or individual work in basal, lab, or workbook; (3) practice?assign stu dents to worksheet, game, or learn ing center in weak skill areas; (4) posttest?evaluate progress on spe cific skills after a period of time. For some children, this model of teaching may be appropriate, but we find many others making little pro gress. Why? What went wrong with the highly recommended individual ized diagnostic teaching model? A quick glance at the model shows that there is little or no time provided for the teacher to teach students directly. Assigning students to work books, games, or centers in the hopes they will gain a skill that is briefly" @default.
- W37271650 created "2016-06-24" @default.
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- W37271650 date "1981-12-01" @default.
- W37271650 modified "2023-09-23" @default.
- W37271650 title "Direct Teaching Strategies." @default.
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