Frightened of Books: Working with Reading Failures

Martin, Tony

doi:10.1111/j.1467-9345.1988.tb00808.x

Cited by 10 publications

(14 citation statements)

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“…Writers such as Smith (1988), Meek (1985) and Martin (1986Martin ( , 1988 indicate that many old-style remedial classes were ineffective because they did not provide children with the daily, British Journal of Special Education, Volume 21, No. 4…”

Section: Discussionmentioning

confidence: 99%

“…He argues that general class teaching and the in-class support, which is intended to give low attainers in literacy access to the normal secondary English curriculum, is totally ineffective, but he fails to provide empirical evidence in support of his assertion. Martin (1988) describes his success with Leslie (an 11 year old) with whom he worked over a three year period. He explains that strategies which are automatically adopted by many children have to be specifically taught to students with reading difficulties, and he emphasises that daily, individual help is essential.…”

Section: Introductionmentioning

confidence: 99%

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The Acquisition of Literacy in Secondary Education

Lingard¹

1994

British J Special Edu

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Although it is generally believed that secondary students with special needs should be given full access to the secondary curriculum, most literacy specialists claim that regular, specific help is essential for young people with reading and writing difficulties. In a research project undertaken by Tony Lingard, a principal teacher for learning support in a comprehensive school, the effectiveness of an experimental curriculum, which provided such students with daily, individual help in small groups, was compared with alternative postWarnock approaches. IntroductionDespite the obvious merits of rejecting the unnecessary segregation of students with special educational needs, it is perplexing that so many secondary schools have greatly reduced, or even completely abandoned, small group teaching for low attainers in literacy. The literature highlights an apparently irreconcilable anomaly. Many writers have argued that segregation is highly damaging to students' self-esteem (eg, Simmons 1986) and suggested that the needs of secondary age students are best met by giving them as full as possible access to the normal secondary curriculum (DES,

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Acquisition of Literacy in Secondary Education

Lingard¹

1994

British J Special Edu

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“…The students read independently for 20 minutes every day, under careful supervision to ensure that they remain on task, and the students also read individually to an adult at least once a day (Clay, 1987;Martin, 1988). The students can thus be taught how to combine phonological and contextual clues to identify unknown words and they can also be consistently praised for both their efforts and their Educational Psychology in Practice Vol 12, No 4, January 1997…”

Section: Readingmentioning

confidence: 97%

Literacy Acceleration

Lingard

1997

Educational Psychology in Practice

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Literacy Acceleration is a strategy which involves giving low attainers in literacy intensive daily help in small literacy groups for part of each week.This article describes the approach and presents data resulting from its implementation with two groups of students over the first two years of their secondary education, corroborating earlier research. Whether alternative, integrated teaching can be justified, in the absence of any evidence that it is effective, is questioned. The involvement of educational psychologists (EPs) with individual education plans (IEPs) is cited as a way of enabling them to play an influential role in school improvement initiatives.

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“…Children have to read individually every day in school and should be encouraged to read at home every evening with their parents (Martin, 1988;Clay, 1987). The view that children do a great deal of reading as a result of following the normal curriculum does not stand up to close examination.…”

Section: Suffolk Reading Scalementioning

confidence: 99%

“…The teaching of sub-skills, though essential (Adams, 1990;Goswami, 1994), should support, rather than replace, individual reading and writing (Lingard, 1994;1997b). 4) The children should read independently and also to an adult at school each day (Clay, 1987;Martin, 1988;Lingard, 1994;1996a;1996b, 1997a1997b). Every effort should be made to ensure that they read with their parents each evening (Mittler, 1987;Lingard, 1997a).…”

Section: Literacy Accelerationmentioning

confidence: 99%