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The teacher is no less concerned with individual difference than with the general course of language development in children. Individual differences are marked in the experience phases of the work, oral and written. Some children participate freely in oral work, make worthy contributions, and shoe marked ability in thinking and expression; others do not. In written work, differences are much more apparent, appearing in both quantity and quality.
Betzner points out that children in the five-to-eight age group write compositions varying from 9 to 1,0,74 words with a median length of 66.6 words, and that there is a similar wide range in thought units of 1 to 69. Reed points out that the quality of compositions of pupils in grade 7 varied from 1.0 to 8.2 on the Hudelson scale. While there is progress in average achievement from grade to grade, there is great overlapping among grades.
Extreme variations in total achievement are to be expected in composition work; they are, of course, no less wide and no less significant in specific abilities and skills. These differences appear as the teacher makes a check list analysis of oral and written experiences; some can be measured objectively, using standard tests. Statistics give a reliable estimate of the range of individual differences that may be expected in any class or age group, but they do not give a clear, detailed picture of the individual children with whom the teacher must deal.
It is also apparent that growth in performing an increasing variety of language experiences is paralleled by growth in the component abilities and skills, as was shown above in the development of vocabulary and in the use of sentences. This growth is likewise true of the mechanics of oral speaking: articulation, voice management, and pronunciation; the general abilities of having something to say and speaking to the point; and later the mechanics of writing.
Factors in growth are maturation and stimulation by environment. Maturation concern the natural development of speech functions and processes of thinking. For example, the utterance of sounds follows a natural order, beginning with vowels and the consonant m. But maturation is also directly affected by language patterns set by other people and by the stimulation to though and action of rich, varied experiences.
General facts of variability are interpreted in terms of concrete realities as the teacher works with individual children from day to day in the varied intimate situations that arise in the a classroom. Gradually each child emerges as a person, a complex of specific attitudes, abilities, and skills and of general powers. Each element appears as a clearly identifiable entity, but its significance is revealed only when it is considered in relation to other factors that combine to form an organic whole. The teacher must deal with each child as a person, as well as make general adjustments by instruction for children with varying levels of ability. The child is an individual, not a statistic.
Betzner points out that children in the five-to-eight age group write compositions varying from 9 to 1,0,74 words with a median length of 66.6 words, and that there is a similar wide range in thought units of 1 to 69. Reed points out that the quality of compositions of pupils in grade 7 varied from 1.0 to 8.2 on the Hudelson scale. While there is progress in average achievement from grade to grade, there is great overlapping among grades.
Extreme variations in total achievement are to be expected in composition work; they are, of course, no less wide and no less significant in specific abilities and skills. These differences appear as the teacher makes a check list analysis of oral and written experiences; some can be measured objectively, using standard tests. Statistics give a reliable estimate of the range of individual differences that may be expected in any class or age group, but they do not give a clear, detailed picture of the individual children with whom the teacher must deal.
It is also apparent that growth in performing an increasing variety of language experiences is paralleled by growth in the component abilities and skills, as was shown above in the development of vocabulary and in the use of sentences. This growth is likewise true of the mechanics of oral speaking: articulation, voice management, and pronunciation; the general abilities of having something to say and speaking to the point; and later the mechanics of writing.
Factors in growth are maturation and stimulation by environment. Maturation concern the natural development of speech functions and processes of thinking. For example, the utterance of sounds follows a natural order, beginning with vowels and the consonant m. But maturation is also directly affected by language patterns set by other people and by the stimulation to though and action of rich, varied experiences.
General facts of variability are interpreted in terms of concrete realities as the teacher works with individual children from day to day in the varied intimate situations that arise in the a classroom. Gradually each child emerges as a person, a complex of specific attitudes, abilities, and skills and of general powers. Each element appears as a clearly identifiable entity, but its significance is revealed only when it is considered in relation to other factors that combine to form an organic whole. The teacher must deal with each child as a person, as well as make general adjustments by instruction for children with varying levels of ability. The child is an individual, not a statistic.
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