Profiling Problem Readers

Gentile, Lance M.; McMillan, Merna M.

doi:10.1177/105345128101700107

Academic Therapy

1981

DOI: 10.1177/105345128101700107

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Profiling Problem Readers

Lance M. Gentile

Merna M. McMillan

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Cited by 4 publications

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“…They even avoid going to libraries (Swain, 1985; Sylvester & Kunst, 1968). As a result, children with dyslexia develop emotions that fluctuate from anger to indifference because they believe they do not have the control of what happens when they are reading (Gentile & McMillan, 1981). Moreover, many children with dyslexia are obliged to read aloud in the classroom and participate in spelling tests.…”

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The relationship between language teachers' attitudes and the state‐trait anxiety of adolescents with dyslexia

Tsovili

2004

Journal Research in Reading

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The aim of the present study was to investigate the role anxiety plays in the lives of adolescents with dyslexia by including a school perspective with special emphasis on the role of the teacher. The state‐trait anxiety of 68 adolescents with dyslexia and their language teachers' attitudes towards them were compared with an equal number of matched controls. State‐trait anxiety was measured by the Greek adaptation (Psychountaki, 1995) of Spielberger's State‐Trait Anxiety Inventory for Children (Spielberger, Edwards, Lushene et al, 1973). The Teacher's Questionnaire, designed specifically for the needs of this study, was used for the measurement of the language teachers' attitudes. Interviews were conducted with the adolescents with dyslexia who exhibited the highest and lowest state (reading) anxiety. They reported significantly higher reading anxiety and lower trait anxiety in comparison with the control group. The language teachers of the adolescents with dyslexia expressed more positive attitudes than the controls. Reading anxiety was related to trait anxiety, especially when the language teachers expressed low irritability, which was one of the teachers' attitudes measured. In the interviews, the high‐anxiety adolescents reported behaviours associated with learned helplessness, use of emotion‐focused defence mechanisms and high, ambiguous and conflicting expectations expressed by their language teachers with regard to academic achievement. The application of anxiety‐reducing methods together with the specialised educational interventions may contribute to the psychological well being of adolescents with dyslexia.

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The relationship between language teachers' attitudes and the state‐trait anxiety of adolescents with dyslexia

Tsovili

2004

Journal Research in Reading

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“…As a result, it appears that teachers, like students, develop specific ways to approach learning. More importantly, some teachers, like some readers (Gentile & McMillan, 1981), because of various problems they face in the process of trying to learn, develop styles of teaching and communicating that may be aversive to others. Supervisors can benefit by learning how to identify reading teachers' learningteaching styles that correspond to those identified by Rosenburg ( 1968):…”

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Reading Teachers' Learning/Teaching Styles: Keys to Effective Supervision and Evaluation

Gentile

McMillan

1985

Reading

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In general, authorities agree that 'the teacher is the most important influence in the elementary child's course of reading development' ( A u k 1982). Successful reading teachers have a sound understanding of the reading process and use a variety of appropriate instructional methods and materials when working with students. Moreover, these teachers share a deep knowledge of how children learn to read and they work hard to create programs that address individual needs.On the other hand, Wilson (1972) claimed:Perhaps the most common characteristic of a problem reader is that in the past he has experienced a year or more of work with a teacher who did not know how to meet his needs. One notices that problem readers seem to cluster in certain classrooms with certain teachers. The child with a skill deficiency has trouble with certain teachers. He is criticized, blamed for what he cannot do, and subjected to penalties that range from subtle to direct. In other words, the problem teacher creates problems for children whose learning development is not concomitant with that of other children. (p.3) This is not to say that students' reading problems are necessarily the result of teacher behaviour. And, what Wilson refers to as a problem teacher is

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Self‐concept and the Learning Disabled Child

Smith¹

1986

Journal of Reading, Writing, and Learning Disabilities Internat

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Profiling Problem Readers

Cited by 4 publications

References 0 publications

The relationship between language teachers' attitudes and the state‐trait anxiety of adolescents with dyslexia

The relationship between language teachers' attitudes and the state‐trait anxiety of adolescents with dyslexia

Reading Teachers' Learning/Teaching Styles: Keys to Effective Supervision and Evaluation

Self‐concept and the Learning Disabled Child

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