Teaching the Slow Learner in Elementary School

Abstract

An underachiever in school can find themselves grouped under a generalized classification much too easily. A child should not be grouped with a group of underachievers and be placed under one certain classification and this happens much too often in our schools. A teacher must be aware of very specific and very personal problems that can cause a child to be considered an underachiever or a slow learner.

Confusion regarding this topic needs to be reduced in our schools. Some teachers are just too quick to identify and also to attempt to correct learning disabilities without the proper training or knowledge on the subject.

Developing Strategies to Impart Learning

There are several general categories into which most teachers will tend to group each child who is a slow learner. The classifications will be made according to the likeness of a child with each group.

We need to FIRST realize that all children who are performing under their grade level are not necessarily underachievers. A lot of schools feel that all children should be exactly at the same level in each class and this is not true. Sometimes they will think that the children in this classification of slow learners are not capable of achieving at their chronological grade level. Sometimes, from the first grade on to other higher grades, a child just hasn't mastered the basic skills of learning. These children can get frustrated and even convince themselves that they cannot learn. In this instance teachers need to work with these students to teach the basic skills necessary for learning at the rate of normal student for his age. (Barr, R., Blachowicz, C. L. Z., Katz, C., & Kaufman, B., 2002).

Connections between Language Acquisition Process, Speech, Reading & Writing

Some children have problems with language development. A lack of language development can cause a child to be a slow learner. It is of much importance to see if a child has grown in the art of language and reading achievement, if not teachers need to work with these students to bring up their language levels so that they can reach maximum achievement in their class.

Theoretical Understanding of the Reading Process

Some children have cultural disadvantages as they may come from homes where, for example, the parents are not speaking English and are speaking another language. They can be known as culturally disadvantaged as they do not have essentials necessary for learning. In this instance teachers need to work with the students so that they can achieve and not be doomed to a failed and frustrated attitude. If this is left undone, then as the years pass there will be more and more problems in learning coming from cultural disadvantages in the home.

Phonics as an Assessment Tool to Identify Reading Problems

The phonics vs. whole language distinction has at least two realities: (1) as a split in instructional philosophies for teaching