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School surveys conducted during the late 1920s indicated frequent problems with reading in New Mexican schools. Especially troubling was the disparity between English-speaking and Spanishspeaking children. In the first three grades the two groups scored equally on reading exams, but after that the lack of English reading reinforcement at home for Spanishspeaking children led Hispanic children to score poorly on tests. In 1930 Tireman secured funding (no small task during the Depression) and the cooperation of the Albuquerque public schools to open an experimental school in San Jose, a Spanish-speaking district near the city. The San Jose school quickly became a model for those interested in teaching Hispanic students. Tireman constructed a curriculum familiar to a predominantly Hispanic student body from rural backgrounds. Innovative drills in reading skills, the use of peer tutoring, and the use of community resources in the classroom successfully increased student...
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This section contains 251 words (approx. 1 page at 300 words per page) |
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