Psycholinguistics in the schools

the long version

The purpose of this book is to survey the impact of psycholinguistic concepts on educational practice. In actual practice, the educator's approach to psycholinguistics is based upon three assumptions: 1) that psycholinguistic constructs are measurable by available tests and therefore their evaluation can lead to differential diagnosis of an individual's psycholinguistic strengths and weaknesses; 2) that psycholinguistic constructs, as measured, are related directly to school failure, i.e., such deficits cause or contribute to academic difficulties, rather than merely predict them; and 3) that once identified, the specific psycholinguistic problems are remediable by programs or techniques which are readily available. Each chapter in this book deals with one of those assumptions.