Abstract
The reading process was critically examined in view of continually incoming research studies that may contribute towards the enhancement of improved reading instructions. The point of departure was seen in making inferences from reading pathology to normal reading functions. The salient dimensions of the reading process were discussed by stating eight basic postulates. A method for teaching normal children to read based on linguistic and psycho-pedagogical principles was suggested in a nine-phase sequence of teaching methodology. The suggested approach would allow to take normal children through a thorough reading procedure, while at the same time allowing to pick the slow readers and dyslexics. The poor readers could be singled out early and given additional and specific training, similar to the branching technique in programmed instructions.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication, with the work [SPECIFY PERIOD OF TIME] after publication simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).