Ill-Trained Instructors Responsible For Pupils' Difficulties in Reading, Claims School of Education Report

Much of the blame for the reading difficulties of elementary school children rests on poorly prepared teachers, according to a report issued by a Graduate School of Education study group.

The report emphasized the need for avoiding the "stereotyped, one-level" approach to reading instruction used in many elementary schools. No provision is made at these schools for either the retarded or the advanced reader, the report said. In addition, it accused schools of relying too much upon the phonetic approach to reading instruction.

Both teachers colleges, which spend little time on the methods of recognizing or aiding those students with "reading disabilities," and the elementary schools themselves, which, through administrative procedures, perpetuate the stereotyped approach, must share the blame for the lack of progress, the report said.

Practice Teaching Ineffective

In addition, the report, entitled "The Torch Lighters" and distributed by the Harvard University Press, maintained that the period of practice teaching required by teachers colleges is often ineffective because the colleges exercise too little control over the process.

The "cooperating teachers," who supervise the practice period, are unpaid volunteers who vary greatly in ability. Moreover, very few practice teachers are ever required to do additional work, regardless of the quality of their performances, the report charged. It noted that the required practice teaching time is often as little as 45 days.

The report further asserted that there is almost no elementary instruction in "those higher reading skills which make the real difference between the mechanical and the mature reader." Many instructors in teaching colleges claim that their students lack these skills themselves.

The committee, which was directed by Mary C. Austin, lecturer on Education, recommended additional training in reading instruction, including such methods as sight recognition of words, in addition to the phonetic analysis approach.

Should Exert Control

It also recommended that the colleges exercise greater control over the apprenticeship period of teacher instruction, and give the "cooperating teachers" an "associate of the college" position and financial renumeration. Also, the period of apprenticeship should be prolonged when necessary, for the student to obtain a certain level of competence, the report said.

The committee also advocated a five or six year program for teacher training, although the report admitted that this "will probably not become a reality in the immediate future."

Coleman Morrison, research associate in Education and assistant director of the study group, commented, however, that most of the proposals were in practice in some institutions, although a few were still on an experimental basis.