Abstract
A consideration of the literature on articulation will reveal that nearly every treatment deals with articulation between the secondary school and the college. The dearth of writing having to do with articulation between elementary and secondary schools seems surprising, for we often hear elementary-school teachers say, Why doesn't the high school follow the practices we start in the elementary school? Frequently, high-school teachers comment in another way, If those elementary-school teachers would just teach kids how to read, we could do our job in the high These and similar remarks suggest that there is a problem in providing adequately for the transition of pupils from the elementary to the secondary school. The problem is not so simple as these comments tend to imply. The secondary school cannot be just like the elementary school, nor can all reading skills be taught in the first six or eight years of a child's school experience. There is need to discard, as far as possible, prejudgments about this problem and to examine its various aspects.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
