Underachiever Essay

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

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

whole language distinction has at least two realities: (1) as a split in instructional philosophies for teaching the acquisition and development of beginning literacy and (2) as a rather heated political debate playing itself out in the English-speaking countries (no doubt most divisively in the United States). I will look at the concepts of phonics and whole language in relation to these two contexts and then attempt to show how these concepts might prove meaningful and useful to EFL literacy.

Phonics is a way of teaching reading and spelling that stresses symbol-sound relationships, used especially in beginning instruction (Harris & Hodges, 1995, p. 186). This definition, of course, refers specifically to beginning instruction of native language literacy. There is a large set of different phonics approaches to such instruction, including: analytic, cluster, deductive, explicit, extrinsic, implicit, inductive, intrinsic, letter, synthetic, and whole-word (Harris & Hodges, 1995, p.