Abstract
When we began to study children’s learning some eight years ago, it was not our intention to design a system that might reduce significantly reading difficulties. From elements of learning theory, we began building a structure for early reading. Because we had no synthesis of these elements, no single grand design for explaining learning behavior, an effort to assemble the parts, to make a functioning design, became our major task. From Montessori (1964), Dewey (1970, 1971), Piaget, (1960, 1969), Piaget and Inhelder (1969), Bruner (1967), Skinner (1957), Gagné (1977), and Bloom (1976) came major hypotheses. From among the reading theorists, we were and remain indebted to Fernald (1943), Chall (1967), Spalding and Spalding (1962), Smith (1971), and Cohen (1969), among others.
The Writing to Read System is the IBM copyrighted name for the process outlined in this chapter.
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© 1985 Plenum Press, New York
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Martin, J.H. (1985). The Writing to Read System and Reading Difficulties: Some Preliminary Observations. In: Duane, D.D., Leong, C.K. (eds) Understanding Learning Disabilities. Springer, Boston, MA. https://doi.org/10.1007/978-1-4684-4910-5_14
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DOI: https://doi.org/10.1007/978-1-4684-4910-5_14
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4684-4912-9
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