Multicultural reading and remediation techniques in Israel

Includes bibliographical references (pages 117-121)The purpose of this study was to investigate the methodologies used in teaching reading and providing reading remediation to the culturally divergent people of Israel. This study was to ascertain if these methodologies could be of significance to American education.\ud A hypothesis was stated that the Israeli success in education was based upon three factors: (1) a one-to-one phoneme-grapheme correspondence in Hebrew; (2) the use of Hebrew as the language of instruction among Israeli Jews; and (3) the dedication of the State to solve educational problems.\ud Available literature was studied to obtain information regarding the teaching of reading in the State of Israel. Data regarding current problems was gathered in Israel in late 1977. Professors and instructors in the schools of education in several universities were interviewed. Classrooms from kindergarten to third grade in seven localities were observed. Efforts were made to select schools representing all types of Israeli education on the elementary level and to choose schools with large percentages of disadvantaged children.\ud The findings of this study validated all three factors of the hypothesis.\ud No recommendations were made regarding teaching in American elementary schools based upon observations in Israeli primary schools. The lack of phoneme-grapheme correspondence in English would limit the use of Hebrew phonic teaching systems. Teacher training in California is more extensive than teacher training in Israel.\ud Remediation in America would benefit from the extended day concept used in Israeli schools with large populations of disadvantaged children.\ud The observations made during this study lead to a recommendation that is at variance with accepted educational practice in the United States. The success of the ulpan language program leads to the recommendation of the establishment of similar intensive language courses to teach English