Populations Students Early Career Families Educators View My Account
NASP Home NASP Publications School Psychology Review (SPR) Volume 11 Issue 3 (1982) Editorial Comment
back
Volume 11, Issue 3 (1982)

Editorial Comment

pp. 219—220

Reading is a complex process involving many learning behaviors and cognitive skills. The acquisition and refinement of these skills is a primary focus of elementary education, yet many children experience difficulties and frustration when learning to read. Gibson and Levin (1975) estimated that as many as 25% of school children read below their grade placement. If these children’s reading skills are not improved, they have a greater chance of failure in other school tasks (Cawley, Goodstein, & Burrow, 1972; Gillespie & Johnson, 1974). A significant number of children are referred to school psychologists because reading problems have hindered academic achievement and may have resulted in disruptive classroom behaviors. Thus, it is important that psychologists who work in educational settings have knowledge of factors which influence reading, of various reading problems, and of techniques for assessing and remediating problems.

NASP Members Log in to download article.