Abstract
Reading specialists, language specialists, and primary teachers all agree that there is a strong and intimate link between oral language communication and written language communication. By the time he starts school, the fiveor six-year-old communicates orally quite adequately, yet he often has great difficulty in linking his oral speech with the written symbols which he is now expected to acquire. There are today some hundred-odd reading methods in use, none of them considered significantly superior to any other; and there are some hundred-odd remedial programs, indicating that no program is as fully successful as hoped for. Why? Could it be that some of the solutions will have to come through new avenues for learning rather than through yet another method of teaching reading? This much we already know:
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.
