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Accessing the curriculum: How well do they need to read?
Author(s) -
SAWYER CHRIS,
POTTER VAL,
TAYLOR TRISH
Publication year - 1994
Publication title -
support for learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.25
H-Index - 30
eISSN - 1467-9604
pISSN - 0268-2141
DOI - 10.1111/j.1467-9604.1994.tb00171.x
Subject(s) - readability , reading (process) , meaning (existential) , curriculum , dimension (graph theory) , intervention (counseling) , pedagogy , psychology , mathematics education , linguistics , sociology , philosophy , mathematics , psychotherapist , psychiatry , pure mathematics
Chris Sawyer and his colleagues examine materials in use in schools and after selectively applying readability formula come to some staggering conclusions. In certain circumstances the reading levels are so high as to effectively preclude the overwhelming majority of pupils from gaining any significant meaning from the text proffered without substantial intervention from the teacher. This adds a new dimension to the debate on reading standards.