Author(s): Diane Griffin
Edition: Tch
Year: 1978
Language: English
Pages: 224
BOOK COVER......Page 1
HALF-TITLE......Page 2
TITLE......Page 4
COPYRIGHT......Page 5
ACKNOWLEDGMENTS......Page 6
DEDICATION......Page 7
CONTENTS......Page 8
INTRODUCTION......Page 14
What are the objectives? Where do we start?......Page 15
The role of the peer group......Page 16
The classroom environment......Page 17
Changing attitudes......Page 18
The individual child......Page 19
BOOKS FOR REFERENCE (see bibliography for details)......Page 20
What is diagnosis?......Page 22
Initial diagnostic screening......Page 24
Individual tests......Page 25
Phonic tests......Page 26
The non-reader......Page 28
Things to check......Page 30
Intelligence tests available to teachers......Page 31
Other considerations......Page 33
Principles in teaching reading......Page 38
Practical suggestions for training in visual/motor abilities......Page 39
Practical suggestions for training in auditory speech abilities......Page 40
Practical suggestions for training in sequencing abilities......Page 41
Pre-reading materials......Page 42
Different types of reading method......Page 43
Building a sight vocabulary......Page 45
Activities for phonic training......Page 47
Language development......Page 50
Teacher organisation......Page 51
Preparing materials......Page 52
Useful reading series......Page 53
Workbooks and activities......Page 57
Reading Routes (Longman)......Page 58
Language Master (Bell & Howell)......Page 59
Interest Books......Page 60
Reference Books......Page 62
Premature formalisation......Page 63
Recognising the problem areas......Page 64
‘I can’t do Maths’......Page 65
Does the pupil understand numbers? Do you?......Page 66
Algebra......Page 67
Mathematics—as a tool for life ?......Page 69
Preparation of Resources......Page 70
History......Page 82
Economics......Page 83
8. Jobs......Page 84
5. Make a land survey map......Page 85
1. Why study violence?......Page 86
9. Talk with a psychologist......Page 87
11. Visit to Court......Page 88
13. Suicide......Page 89
Part 2 —Project, Social Involvement and Practical Work......Page 90
Summary......Page 93
Community Drama......Page 95
Socio-drama......Page 96
Trust Games......Page 97
Photography in the junior school: the pin-hole camera......Page 98
Photography in the secondary school......Page 99
Paper resources......Page 104
Not fashion again!......Page 105
Better future parents......Page 106
Summary......Page 107
The High School......Page 113
The Upper School......Page 114
A banded comprehensive school......Page 115
D. Summer Club......Page 116
House and year pastoral systems......Page 117
Mutually caring for each individual......Page 118
The Child Psychiatrist......Page 121
Social Workers and Probation Officers......Page 122
APPENDIX I Useful Mathematical Materials for Slow Learners......Page 124
Bibliography......Page 125
APPENDIX II Example of C.S.E. Mathematics Syllabus......Page 126
1st Year: Basic Course—Health & Sex Education......Page 128
APPENDIX IV Severely remedial children’s creative writing......Page 133
APPENDIX V British Publishers’ Addresses......Page 135
APPENDIX VI List of Schools Council Research and Development Projects for use with ROSLA children......Page 138
List of Simplified Classics: Instructional Level 5–8; Interest Level 5–11......Page 139
Phonetic Readers......Page 140
B. SOCIAL STUDIES READING......Page 141
C. SCIENCE READING MATERIAL......Page 144
E. GENERAL......Page 147
B. BRITISH......Page 149
