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Essay / Research Paper Abstract
This 3 page paper provides an overview of two chapters of a reading assessment text.
Page Count:
3 pages (~225 words per page)
File: MH11_MHReadingAs.rtf
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Unformatted sample text from the term paper:
with a page number when the student source was used. One of the most important ideas related in the text
presented is that there are different ways in which readers can be designated as "struggling." The preface to this work includes example composites of readers with difficulties and shows
three different areas of deficit that underscores variations in reader process and reading skill acquisition. This then becomes the basis for arguing in favor of applying different models for
determining the presence of reading problems. The deficit model provides for the "diagnosis" of a reading disorder, much along the same kind
of medical lines that psychological disorders are defined. This has led to the use of terms like remedial reader, but this model is rarely used anymore.
The contextual model does not deny the fact that a deficit may exist, but supports the belief that this deficit may be more pronounced because
of contextual elements, including a disconnect between the student and the method of instruction and/or that outside issues, e.g. trouble at home or emotional issues, can impair reading process.
This model is more commonly used because it considers the complexity of learning process and the variation in factors that can influence reading performance.
There are a number of stage models, including the Stages of Reading Development, Growth of Word Recognition, and Development of Spelling. A number of these
models have been fleshed out into specific paradigms supported by researchers that commonly define links between cognitive function and reading development (Student Source 3). The fourth of
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