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The self-concept and the cycle of growth

The self-concept and the cycle of growth Margaret Byrd Rawson Language Consultant; Editor, Bullelin of The Orto~ Society This paper was presented at 24th Annual Conference of the Orton Society, Baltimore, Maryland, 1973 Since the statement was formulated three or four years ago, it has almost become a clich6 to say, "let us teach the language as it is to the child as he is." Actually, this is not such a bad thing to have happen--in fact, it is just what we wanted, for we were giving shape to a principle and are glad that the shape caught on. "Teach"--we've been concentrating on this from the early days of the collaboration of Dr. Samuel T. Orton, the physician, Anna Gillingham, the psychologist, and Bessie Stillman, the teacher; "... the laJlgltage as it is..." is another old concept, but with much new data and understanding added from the discipline of linguistics; "... to the child as he is," this, also, has been based soundly in the disciplines that describe the neurophysiological and psychological structure and functioning of the human being, with a whole host of new information and some very exciting break- throughs in learning theory and in brain science. We have learned in these various disciplines, http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Annals of Dyslexia Springer Journals

The self-concept and the cycle of growth

Rawson, Margaret Byrd
Annals of Dyslexia , Volume 24 (1): 14 – Jan 1, 1974
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14 pages

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Publisher
Springer Journals
Copyright
1974 the Orton Society, Inc
ISSN
0736-9387
eISSN
1934-7243
DOI
10.1007/BF02653531
Publisher site
See Article on Publisher Site

Abstract

Margaret Byrd Rawson Language Consultant; Editor, Bullelin of The Orto~ Society This paper was presented at 24th Annual Conference of the Orton Society, Baltimore, Maryland, 1973 Since the statement was formulated three or four years ago, it has almost become a clich6 to say, "let us teach the language as it is to the child as he is." Actually, this is not such a bad thing to have happen--in fact, it is just what we wanted, for we were giving shape to a principle and are glad that the shape caught on. "Teach"--we've been concentrating on this from the early days of the collaboration of Dr. Samuel T. Orton, the physician, Anna Gillingham, the psychologist, and Bessie Stillman, the teacher; "... the laJlgltage as it is..." is another old concept, but with much new data and understanding added from the discipline of linguistics; "... to the child as he is," this, also, has been based soundly in the disciplines that describe the neurophysiological and psychological structure and functioning of the human being, with a whole host of new information and some very exciting break- throughs in learning theory and in brain science. We have learned in these various disciplines,

Journal

Annals of Dyslexia – Springer Journals

Published: Jan 1, 1974

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