Reinforcement and Drill by Microcomputer.
Ernest Balajthy · The Reading Teacher · 1984
490 The Reading Teacher February 1984 posed of a series of underlying processes and that the teaching of reading must deal with each of these processes in turn, especially for slower learners. Whereas bright chil dren easily synthesize these varied strands and appear to be learning a single skill, slower learners show clear evidence of the many different skills involved in learning to read. The teacher's goal is to develop each of the important subskills to such an extent that the student can perform automatically. When word recognition is automatic, the stu dent's attention can center on com prehension, for example, but if the reader must attend to word recogni tion, other higher-order components of the reading process will suffer. Practice is central to the develop ment of automatic performance of reading's component processes. Ed