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TITLE Teaching Guide for Reading & Language Skills & Bibliography Of DOCUMENT RESUME ED 216 806 RC 013 324 4 . TITLE Teaching Guide for Reading & Language Skills& Bibliography of Indian Materials. - INSTITUTION ,Bureau of Indian Affairs (Dept. of Interior), Aberdeen, S. Bak. Aberdeen Area Office. PUB DATE [80) , NOTE )119p.; Paper copy not available'dueto poor print quality. 4 EDRS PRICE MF01 Plus Postage. PC NotAvailable from EDRS: DESCRIPTORS Ability Identification; *AmericanIndian Education; American ndian Literature; *Cultural Differences; Elementary,Secondary Education; Language Acquisition; *Language Arts; Language Ekperience Approach; .....---- . *Language Skills; *Reading Instruction;*Relevance . -,,,, (Education); Remedial Instruction;"Resource . Materials; Student Needs IDENTIFIERS Sioux ()Tribe) ABSTRACT, In order,o support the theory that Indian students are culturally, different in general and that their cultureis good and can be utilized in instruction to helpstudents Iearp, a review of literature, ideas, and materials are providedto help teachers utilize the "different" theory their classrooms. Although most of the materials cited deal with reading andlanguage instruction, many of thb ideas and materials could be used inclasses other than reading and,langwge arts. The first article,concerned with teaching reading to NIdian children, is followedbyitems 9n language development ad language experiences. gixt, Viiiousaspects of readifig instructionare explored. A skills continuum for language arts examines skills goals for K-6. A sectionon inclusion of Indian, culture materials,provides guidelines,biblidgraphies, and availabilities of.materjals suitable fpr AmericanIndian students.of all ages. The dodument concludes with bibliographies of books by and , about the Sioux, For Berthold, *Turtle Mountain, and other Indian literature. (BRR) , *********************************************************************** * ,Reproductions'supplied by EDRS are the best that can-be * made * from the original document. * ********************************************************************* I TEACHING GUIDE FOR . READING & LANGUAGE SKILLS & BIBLIOGRAPHY OF INDIAN MATERIALS DEVELOPED AND PRODUCED BY.THE DIVISION OF EDUCATION, ABERDEEN AREA OFFICE, OFFICE OF INDIAN EDUCATION PROGRAMS, BUREAU OF INDIAN AFFAIRS, UNITED STATES DEPARTMENT OF THE INTERIOR. .4 , EARL BARLOW 'DIRECTOR, OFFICE OF INDIAN EDUCATION PROGRAMS HARRY EAGLE HULL - AREA EDUPTION PROGRAM ADMINISTRATOR SANDRA J., FOX DIVISION OF EDUCATION EDUCATION SPECIALIST (LANGUAGE ARTS) US. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER IERICI /Thisdocument has been reproduced as received front the person or organization originating it to, Minor changes have been made to improve reproduction quality Points of view or opinions stated in this docu , ment do not necessarily represent official NIE position or policy r -4 0 1' INTRODUCTION cannot deny that Aberdeen Ared students4asa groUp; do not coreaswellontestsofeducatibnalachiev'ementas most other students,do,accordingtonational .norms. Other evidence comes frt!kintherecords on Bureau hig.hereducation students which often 'tim'esreportstudentsfailingordroppingoutofschool, because they' donot\ have "adequate basicskills: Doesn'tthis mean that these students are not ,learningas much in school as they might? There arethreemain' arguments whichfollowinregardtotest scores.Thefirstargumentisthat testscores meannothin'gor verylittleinregardto anyone. The second argument criticizes Indianschoolsforusingstandardized,testsand becausethey nationalnorms areculturallybiased. A thirdargumentisthat 'Indianstudents oughttobe abletoci,9as well on standardized testsas anystudents;therefore,- they,mustbe .used. Ifon.e agrees with. the ,first argument,we have no measure of educational achievementforanystudents.Ifone/agreeswiththesecond argument,heis acknowledging that'there are .cultural differences betweenIndian .students. and otherstudents. Ifone agrees with thethird- argument.,that Indian students oughtto be able to do, aswell, on standardized testsas any students,then whatishis answer to why most of themare not scoring as well.It appears thatthose who agree with the thirdargument must admit that the gap between Indian 'students and othersis largely due to cultural differences. When we speak of culturaldifferences, too many tendto think only) of those) very traditionalaspects and thenifthey have students who are not traditional, teacherswill deny that their childreneke culturallydifferent. Thenthereare teachersinIndian schools who do not know enough aboutthelocalIndian culture,so they tootendtoignorethefactthat their students may be culturally different. In speaking of cultural differences,we mean every: aspect of local life Which is rather unique.including,for example, such thingsas rodeoing which is nowan inherent part. of many Indian cultures. Cultural differencesmay also include students' poor attendanceat school. In other words, culture includesall aspects of locallife and, theymustallbetakenintoaccountintheeducational prograip. The problemwhichhasbeenprevalentinIndian educationis the lack of recognition ofthe cultural differences and lack of adjustment of the educationalprogram to take into account those differences ina positive way. There are three attitudes whichare found in Indian schools. The first the"no-difference"attitudeortheory. Those Who have thisattitude choose to believe thatthe Indian students they teach acrenot ciilturally, different.A second attitudeor theory is called the"deficit" .theory. Those who havethis attitude helieve that the Indian students theyteach are culturally different,but" that their cultureisinferior. A thirdattitudeisthat Indian students are culturally differentin general and 'that theirculture is good and in factifcan beutilizedininstruction to Kelp .students arn. e 2'- This lastattitudeisthe one. which,accordingtoP.L. 95-561,is tobe espoused by Bureau, ofIndian\ Affairsschools.. The reason P.L.95-561dictatesthis because of studies done and recommenda- tions made 'which state tat the education of Indianstudents would improveif educational p.rogrania were made culturallyrelevant and ifstudentsWere madetofeelthattheir culture and background were good and important. In regardtoreadingandlanguageinstruction,thedifferent atti,tudeortheorywouldcallforutilizationofthelanguage- ex/Yerience approach, or the bilingualapproach to beginning read- ing and for remedial instruction. There are many theories and approaches forteaching reading and many' tnaterialsbaseduponthoseapproaches. Some of the approachesaretheoneononeormatching approach,the sight' wordorbasalapproach, e thephonicsapproach,andthetotal language arts' approach,All of these approacheswere conceptualiz- ed and the materials were developed for whitemiddle-class child- ren. There, however, were some educators whosaw the need for developingprogramsandapproachesforstudentsfromdifferent language, and cultural backgrounds.Three main groups developed approaches. Thefirstgroupwerelinguisticoriented. .They developed programs such as the Sullivan Readerswl?ich are found. insomeof our schools. Another group were strong proponents of thedeficitattitudeortheory.They developedsuch' programs as D'i star. A third grOup werestrongproponentsofthe. different attitude.'They would promote the language-experience approachor thebilingualapproachforthosestudents- who aredomina,ntin their native language. 'Following are a review of 'literature° and' ideas and'materials which are giventohelpteachersutilizethediffere64 theoryintheir classrooms. Many of the ideas and' materials listed could heused in classes other than reading and flingua-gearts. 6 S. r k 3. O ( t By ,San.dra J. Fox, D. Ed. TEACHING READING TO INDIAN.CHILDREN REVIEW OF LITERATURE Introduction In order to gain insight into the problem of poor school achieve- ment and, in particular, poor reading achievement of American Indian. students as a group, a review of factors related to reading deficiencies' 1,0 is necessary. Factors Related .to Reading Deficiencies Coombs summarized the information on school achievement of Indian' children and concluded that their 1oWer achieveMent can be attributed to the cultural differences of Indian children, poor self-concepts and alienation of Indian children, language differences, poor attitudes of . many white'middle clas"s teachers towards,Indian children, and the.lack of involvement of Indian parents in the education of their children. Coombs stated: A study of the recent literature seems to reveal, then, a fairly well-defined-body of theory, formulated by the social sciences,'concerning the causes of the educational dis- 'advantage of Indian Americahs: The theory" calls for the primacy of biculturalism over acculturation;AgMands bicultural approach 'to Indian education with reference to an ' understanding ofcand respect for, Indian culture and suggeSts the use of Indian cultural materials in the instructional : ). program; demands bilingual instructiOn in the teaching of English 'rather than teaching English as a second' langu'age; demands a special kind of teacher sensitized to Indian.culture- (preferably of Indian descent); and demands control.by Indians of the schools which serve their children%22 . 22Coombs,Educational Diiachrantage, p. 41. 4 ti Sectors which correla.te with reading disabilities for children are 4r disclosed in two studies, one by Helen K. Robinson and the other by Eve Malmquist. ltd.-611,M., Robinson found social and visual.problems-to be the most frequent factorsrelatekto
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