READING SKILLS ...

-- Al Atkinson, Sandra Carpenter

"The combined role of reading consultant
and reading-study-skills convenor is still
undergoing constant evolution.

"At present, the job fits itself haphaz-
ardly into many categories: administra-
tive -- day-to-day co-ordination of
programs on three campuses; teaching --
active participation in classroom and
laboratory setting; diagnostic —-
individual assessment, tutorials, and
special study programs; community --
liaison with various community and
educational groups in preparing special
reading programs; research -- determining
student needs in relation to program

 

 

planning, evaluating the effectiveness: of
courses and programs, and determining
basic educational program requirements.

"Although the job is time-consuming and
sometimes exhausting, there is never a

day without some new challenge. Headaches?
Traumas? It never fails to be constantly
interesting."

KKK

"The insistence of many reading instruc-
tors that their subject be referred to as
"developmental' rather than 'remedial' is
not only a question of semantics. There
is a more significant difference.

"Tt often seems that ‘oral' reading has
been emphasized at the expense of
skimming, previewing, and more efficient
"silent' reading techniques. The areas
of reading we teach are those that were
not taught to students when they were
younger. Therefore, we truly are not
remedying difficulties attributable to
the students' own deficiencies, but are
actually opening and developing areas to
which they may never have been exposed."

NEW WESTMINSTER CAMPUS: Rear (stand-
ing) -- Marilyn Thomas (former
student aide). Left rear to front --
Linda Coyle (educational planner) ;
Pam Constantine (student aide);
Sheilah Thompson (director); Hank
Oudman (educational planner, now at
Surrey). Right rear to front --
Bonnie McGhie (counsellor); Pat
Kavalec (stenographer); Shirley
Froese (program assistant); Otto Funk
(counsellor)