Divide and Conquer: Breaking Down Skills for Slow Learners
Amelia Macklin and Pearlie Napoleon
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Causal factors for the reluctant readers are many. In order to change this attitude we must find the reason why each student will not read, or why he is turned off.
Whatever the reason, we must use it as a building point. We will at least know you cannot successfully use materials that the student is familiar with—material that he has already failed. It must not be below his maturity level (i.e., you cannot successfully work with a sixth grader who reads at a second grade level with secondgrade books ).
There is a wide range of highinterest, lowvocabulary material that will appeal to this kind of student.