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Suggestions for a remedial reading program in junior high school.
(USC Thesis Other)
Suggestions for a remedial reading program in junior high school.
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Content
SUGGESTIONS FOR A REMEDIAL READING PROGRAM
IN JUNIOR HIGH SCHOOL
A P r o j e c t
P r e s e n t e d to
th e F a c u lt y o f th e S c h o o l o f E d u c a tio n
The U n i v e r s i t y o f S o u th e rn C a l i f o r n i a
In P a r t i a l F u l f i l l m e n t
o f th e R e q u ire m e n ts f o r th e D egree
M a ste r o f S c ie n c e i n E d u c a tio n
b y
F lo r e n c e L u c ile Wagner
Ju n e, 1953
UMI Number: EP47353
All rights reserved
INFORMATION TO ALL USERS
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and there are missing pages, these will be noted. Also, if material had to be removed,
a note will indicate the deletion.
Dissertation Publishing
UMI EP47353
Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author.
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unauthorized copying under Title 17, United States Code
ProQuest LLC.
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‘ 5 d VY /3 A p vo
This project report, written under the direction
of the candidate’s adviser and approved by him,
has been presented to and accepted by the Faculty
of the School of Education in partial fulfillment of
the requirements for the degree of Master of
Science in Education.
Date.. G p L S t / 9 S 3 ................
Adviser
Dean
TAB EE OP CONTENTS
CHAPTER PAGE
I . THE PROBLEM.................................................................................... 1
I n t r o d u c t i o n to t h e P ro b lem ..................................... 1
S ta te m e n t o f th e p r o b l e m ............................... ..... . 2
Im p o rta n ce o f t h e P r o b l e m . ..................................... 3
L i m i t a t i o n s to' th e P roblem ............................... 5
Methods of P ro c e d u re . . .......................................... 5
I I . REVIEW OP THE LITERATURE................................................ 7
I I I . A . WISE SELECTION OP STUDENTS...................................... 15
E v a l u a t i o n ............................................................................. 15
Low A b i l i t y S t u d e n t s .................................................... l 6
V i s u a l D e f e c ts and E m o tio n al P ro b le m s. . • 18
Im p o rta n ce of I n d i v i d u a l I n t e l l i g e n c e
T e s t s ......................... 19
IV. SPECIFIC READING TECHNIQUES APPLIED...................... 21
S p e c i f i c R e ad in g Methods .......................................... 21
V i s u a l m e t h o d . .............................................................. 23
Ph^me t i c m e t h o d .............................................................. 23
K i n e s t h e t i c m ethod ............................... 29
O ther t e c h n i q u e s ......................................................... 30
V. CHARACTERISTICS OP A SUCCESSFUL REMEDIAL
READING ROOM........................................................................ 3I 4 .
P h y s i c a l A p p e a ra n c e .............................................. 3 ^4 -
T each er P e r s o n a l i t y ......................................................... 35
I n s t r u c t i o n a l N e e d s......................................................... 36
iv
CHAPTER PAGE
V I. AVAILABLE REMEDIAL READING MATERIALS..................... ij.0
B a s i c R e a d e r s ........................................................................ JLj.0
W o r k b o o k s ........................................ I4.3
A d d i t i o n a l M a t e r i a l s . ..................................... I4 J4 .
V I I . EVALUATING PROGRAM................................................................... lj.8
S t a n d a r d i z e d T e s t s .............................................................. L f .8
Ev a l u a t i o n .................................................................................. $6
F u tu r e A d ju stm en t o f S t u d e n t ......................... . . 58
BIBLIOGRAPHY.................................................................................................. 62
t
CHAPTER I
THE PROBLEM
I n t r o d u c t i o n t o t h e p ro b le m . The re m e d ia l r e a d i n g
program i n j u n i o r h i g h s c h o o l i s an e s s e n t i a l n e e d . More
and more a t t e n t i o n h as b e en g iv e n t o su c h p ro g ram s. To
day, s e c o n d a ry s c h o o l t e a c h e r s a re v i t a l l y i n t e r e s t e d i n
th e r e a d in g p r o c e s s , b e c a u se th e y r e a l i z e t h a t i t i s a
c o n tin u o u s program . The wide rang e o f r e a d in g a b i l i t i e s
among e a r l y a d o le s c e n t s p r e s e n t s a p a r t i c u l a r p ro blem .
S eco n d ary s c h o o ls a re i n t r o d u c i n g r e m e d ia l r e a d in g
program s i n t o t h e i r c u r r i c u lu m s . Many sc h o o l system s a re
c o n s t a n t l y i n v e s t i g a t i n g i n o r d e r to p r o v id e th e b e s t
ty pe o f a r e a d i n g program . T r a in e d r e a d i n g s p e c i a l i s t s
a re h i r e d by some s c h o o l s y s te m s . Exam ples a r e : Los
A ngeles C i t y and C ounty, V e n tu ra C ity and C ounty, and
T e x a s .
R eadin g i s an e s s e n t i a l a id to d a y to p e r s o n a l d e
v elo p m en t and s o c i a l p r o g r e s s . ^ S u c c e ss i n s c h o o l i s
2
b a s e d on a b i l i t y t o r e a d . A nderson and D e arb o rn foun d _
s i g n i f i c a n t p o s i t i v e c o r r e l a t i o n betw een a b i l i t y as
m easured by g e n e r a l r e a d i n g t e s t s and s c h o l a s t i c p r o g r e s s .
E d g ar D a le , " I s There a S u b s t i t u t e f o r R e a d in g ,”
Hews L e t t e r B u reau o f E d u c a tio n a l R e s e a r c h , Ohio S t a t e
U n i v e r s i t y , A p r i l , Ityl&l
^ A nderson and D e a rb o rn , "R eading A b i l i t y a s Re
l a t e d to C o lle g e A chievem ent, J o u r n a l o r P sy ch o lo g y , 11:
376-87, April, I 9I 4.I .................... ~ ...... ............
2
I n a r e c e n t s t u d y ^ t o d e te rm in e th e r e l a t i o n s h i p betw een
r e a d i n g h a b i t s and s c h o o l p r o g r e s s , i t was fo u n d t h a t
c h i l d r e n who f a i l e d i n two o f t h e s e o t h e r s u b j e c t s ob
t a i n e d an a v e ra g e o f tw e n ty -s e v e n i d e a s from a c e r t a i n
p a s s a g e , w h ile th o s e who p a s s e d i n t h e o t h e r s u b j e c t s
o b t a i n e d an a v e ra g e o f f o r t y - t h r e e i d e a s fro m th e same
p a s s a g e •
S ta te m e n t o f th e p ro b le m . I t was th e p u rp o se o f
t h i s stu d y to p r e s e n t s u g g e s t i o n s f o r th e m a in te n a n c e o f
a r e m e d ia l r e a d in g program f o r a j u n i o r h i g h s c h o o l ,
W itty ^ s t a t e s t h a t more w id e s p re a d p r o v i s i o n s f o r remed
i a l r e a d in g program s i n th e j u n i o r and s e n i o r h ig h s c h o o l
and i n c o l l e g e i s an im m ed iate n e e d . N ever b e f o r e have
t e a c h e r s e x p r e s s e d so k een an i n t e r e s t i n r e a d i n g p r o b
le m s. Many h ig h s c h o o l t e a c h e r s have abandoned th e i d e a
t h a t th e e le m e n ta r y s c h o o l i s th e a g e n t s o l e l y r e s p o n s i b l e
f o r i n s t r u c t i o n i n r e a d i n g , ^ R em edial r e a d i n g program s
have become an im p o r ta n t p hase o f se c o n d a ry s c h o o l s .
3 N, B, S m ith , One Hundred Ways t o T each S i l e n t
R eading (New York: W orld Book Company, 1925?), p . 9 .
^ 4 - P a u l W itty , R eadin g i n Modern E d u c a tio n (New
Y ork; D. C, H e ath and Company, 1 9 ^9 )» P* 33*
^ Loc. c i t .
3
Im p o rta n ce o f th e p ro b le m . The n eed f o r a r e m e d ia l
r e a d i n g program i n j u n i o r h ig h s c h o o l i s r e v e a l i n g . E v i
dence s e c u r e d d u r in g r e e e n t y e a r s shows c l e a r l y t h a t th e
amount and q u a l i t y o f th e p e r s o n a l r e a d in g of h i g h s c h o o l |
s t u d e n t s i s v e ry u n s a t i s f a c t o r y . S c o re s on s t a n d a r d i z e d
r e a d i n g t e s t s i n d i c a t e t h a t many s t u d e n t s a re r e a d in g b e - ;
low t h e i r g rad e l e v e l s . The m a j o r i t y o f th e s e s t u d e n ts
7
a re of a v erag e and above a v e ra g e i n t e l l i g e n c e . ' R eading
r e t a r d a t i o n i n th e j u n i o r and s e n i o r h i g h s c h o o l i s even
more s e r i o u s th a n i n th e m id d le g r a d e s of e le m e n ta r y where:
i t a l s o p r e s e n t s a r e a l p ro b lem .
R ead in g i s e s s e n t i a l f o r s e l f - r e a l i z a t i o n . S u c c e ss
i n s c h o o l i s b a s e d on a b i l i t y t o r e a d . The e n r i c h e d c u r - ;
r ic u lu m c a l l s f o r more and more r e a d i n g on th e p a r t o f
Q
th e p u p i l s . Bond and Bond sa y t h a t to o many A m ericans
a re n o t o n ly i n e f f e c t u a l i n r e a d in g f o r r e l a t i v e l y sim p le
p u r p o s e s , b u t th e y a l s o show im m a tu rity i n th e s e l e c t i o n
o f w hat th e y r e a d . They p r e s e n t th e f o l l o w i n g f a c t o r s
as c o n t r i b u t i n g t o th e absence o f a s y s te m a t i c e n d e a v o r
^ N a t io n a l S o c i e t y f o r the Study o f E d u c a tio n ,
R eading i n H igh S c h o o ls and C o lle g e s (C h ica g o : U n i v e r s i t y
o f C hicago P re s si ItyEjBT, C h a p te r I .
7 E . A. B e t t s , The P r e v e n tio n and C o r r e c t i o n o f
R eading D i f f i c u l t i e s (New Y ork: A m erican Book Company,
1 9 3 b ), p . 3.
® Guy L. and Eva Bond, D evelop m en tal R eading i n
High S c h o o l (New Y ork: M acm illan Company, 1 9 ^ 1 ), p . IfT
k
to improve the reading efficiency of high school students:
1 . The h i g h sc h o o l h as had a g r e a t l y i n c r e a s e d
p o p u l a t i o n d u r in g th e p a s t few y e a r s .
2. Only r e c e n t l y h as th e d e v e lo p m e n ta l n a tu r e o f
r e a d i n g b e e n r e c o g n i z e d .
3 . T here h a s b e e n a . d e a r t h o f knowledge as to th e
d e g re e to w hich th e l e a r n i n g s o f h i g h s c h o o l
depends upon r e a d i n g a b i l i t i e s .
ij.. E d u c a tio n a l l e a d e r s a re o nly now becom ing
aware o f th e s i g n i f i c a n c e o f r e a d in g a c h i e v e
ment i n the p e r s o n a l and s o c i a l a d ju s tm e n t of
th e i n d i v i d u a l and o f i t s c o n t r i b u t i o n t o h i s
econom ic e f f i c i e n c y .
5 . T here h a s been no c l e a r f o r m u l a t i o n o f how t h e
h i g h sc h o o l can c o n t r i b u t e to r e a d i n g d e v e lo p
ment ♦ 9
R e ad in g r e t a r d a t i o n c r e a t e s a s e r i o u s p roblem i n
j u n i o r and s e n i o r h ig h s c h o o l and e m p h a size s th e f a c t
t h a t c o n s i d e r a t i o n o f t h i s i s an im m ed iate n e e d .
The c o n d i t i o n now e x i s t i n g among j u n i o r h ig h
s c h o o l p u p i l s i s s u g g e s te d by the f o l l o w i n g a n a l y s i s .
I n June 19^+3» and a g a in i n J a n u a ry 19Ml> a l l g r a d u
a t e s fro m th e e i g h t g rad e c l a s s e s o f th e S t . L ouis
s c h o o ls were g iv e n th e T r a x l e r S i l e n t R ead ing T e s t s .
Of 7380 p u p i l s t e s t e d , 2169 r e a d a t o r below th e norm
f o r th e s i x t h g r a d e . I t s h o u ld be n o te d t h a t I 4 .9I
p u p i l s made s c o r e s w hich p l a c e d him a t o r below th e
f o u r t h g rad e norm; w h ile th e r a t i n g s o f 29^ 4-3 f e l l
w i t h i n the norms f o r g ra d e V, V I, and V I I . I t i s
s i g n i f i c a n t a l s o t h a t t h e r e were many h i g h s c o r e s
i n c l u d i n g th o s e o f 868 p u p i l s whose a tt a i n m e n t re a c h e d
o r e x ce ed e d th e e l e v e n t h g rad e norm . 10
V iew ing o n e ’ s own s c h o o l and n e ig h b o r in g s c h o o ls , i t i s
q u i t e e v i d e n t , th e n , t h a t t h e r e n o t o n ly i s a wide ra n g e
9 I b i d . , p . 6.
1° Witty, o£. cit., p. 1 7 8.
o f r e a d i n g a b i l i t i e s w i t h i n one c l a s s , b u t a l s o t h a t
many s t u d e n t s a re in n e e d o f more c o n c e n t r a t e d i n s t r u c -
11
t i o n . A lth o u g h B e t t s i n d i c a t e s t h a t m ost r e a d in g
d i f f i c u l t i e s can be p r e v e n t e d by good t e a c h i n g , he a ls o
sa y s t h a t s e v e r e l y h a n d ic a p p e d r e a d e r s and n o n - r e a d e r s
r e q u i r e i n d i v i d u a l i n s t r u c t i o n . As o u r r e a d i n g p rogram
becomes more e f f i c i e n t , r e m e d ia l r e a d i n g may be u n n e c e s
s a r y . However, a t p r e s e n t , i t i s an e s s e n t i a l n e e d .
L i m i t a t i o n s t o th e p ro b le m . A r e m e d ia l r e a d in g
program i s l i m i t e d by t h e p a r t i c u l a r s c h o o l i n w hich i t
i s t o be u s e d . Each s c h o o l p r e s e n t s i t s own p a r t i c u l a r
p ro b le m s . Such a program i s a ls o v e r y e x p e n s iv e ; t h i s i n
i t s e l f w ould l i m i t i t s u s e . F a c u l t y , a d m i n i s t r a t i o n and
community a re a l s o d e c i d in g f a c t o r s i n th e d e t e r m i n a t i o n
o f a s u c c e s s f u l re m e d ia l r e a d i n g p ro g ram . Each re m e d ia l
r e a d i n g program m ust a d a p t i t s e l f t o th e p a r t i c u l a r s c h o o l
i n w h ic h i t i s to be u s e d .
Methods o f p r o c e d u r e . A g r e a t d e a l o f m a t e r i a l
h a s b een re v ie w e d and r e a d in g e x p e r t s , e . g . , P a u l W itty
and members o f th e 1951 summer r e a d i n g c l a s s a t W h i t t i e r
C o lle g e , have b een c o n s u l te d c o n c e rn in g t h e r e a d i n g
problem i n o r d e r to p r e s e n t e f f e c t i v e s u g g e s t i o n s f o r
a r e a d i n g pro g ram i n j u n i o r h i g h s c h o o l. B ooks, a r t i c l e s ,
H Betts, op. cit., pp. 250-51^.
r e s e a r c h s t u d i e s , and m ag azin es have b e e n r e a d . Program s
of p a r t i c u l a r s c h o o ls have b e e n v ie w e d , and o p in io n s o f
a d m i n i s t r a t o r s and t e a c h e r s have been a s k e d . P eo p le from
th e f o l lo w in g s c h o o ls gave t h e i r o p i n io n s : Downey J u n i o r
H igh S c h o o l, V e n tu ra J u n i o r H igh S c h o o l, Los A ngeles C i ty
S c h o o ls , and Long B each C i ty S c h o o ls . T hese s u g g e s tio n s
a re o f f e r e d as a id s i n th e s e l e c t i o n and a d m i n i s t r a t i o n
«
o f a re m e d ia l r e a d i n g prog ram f o r any s c h o o l .
CHAPTER I I
REVIEW OP THE LITERATURE
R e sc u in g th e p o o r r e a d e r i n j u n i o r h i g h sc h o o l i s
an im m ediate n e e d . I n a s u rv e y o f o p in io n s by a d m in is
t r a t o r s , s u p e r v i s o r s and t e a c h e r s , i t i s c o n c lu d e d t h a t
r e a d i n g r e t a r d a t i o n c o n s t i t u t e s th e s c h o o l 's m ost s e r i o u s
p ro b le m . A c co rd in g to o b s e r v a t i o n s and t e s t s , a s u r p r i s
i n g l y l a r g e p o r t i o n o f se c o n d a ry s c h o o l p u p i l s a re d e f i
c i e n t i n mqny b a s i c a s p e c t s o f r e a d i n g and a re u n a b le t o
2 ^
p r e p a r e a s s ig n m e n ts e f f e c t i v e l y . L ea d in g a u t h o r i t i e s - '
have p r e s e n t e d th e r e a d i n g p ro b lem i n se c o n d a ry s c h o o ls
and have p r e s e n t e d p r a c t i c a l ways o f s o l v i n g i t . Gray
s t a t e s th e f o l l o w i n g :
I t i s g e n e r a l l y . a g r e e d t h a t the t e a c h i n g o f r e a d
in g b o t h from th e d e v e lo p m e n ta l and fro m th e r e m e d ia l
a s p e c t s s h o u ld be e x te n d e d i n t o th e h i g h school.M-
Bond and Bond^ i n d i c a t e t h a t the m a j o r i t y o f h ig h s c h o o l
1 P a u l W it t y , wAre C h ild r e n L e a rn in g to R ead,"
i S c h o o l and S o c i e t y , 75*289-94* ^ a y 10* 1952
^ W illia m S. G ray, "How Can th e Poor R eader Be
R escued?" The B u l l e t i n o f th e N a tio n a l A s s o c i a t i o n of
S e c o n d ary S c h o o l P r i n c i p a l s , 3b* 135-4-3» A p r i l , 195*2•
3 N a t i o n a l S o c i e t y f o r t h e Study o f E d u c a tio n ,
! R eading i n High S c h o o ls and C o l l e g e s , F o r t y - s e v e n t h Y e a r-
j bo ok, F a r f l i (C h ica g o : U n i v e r s i t y o f C hicago P r e s s , 194®)
| 4 W illia m S. G ray, "The N a tu re and E x te n t o f th e
; R eadin g Problem i n Am erican E d u c a ti o n ," E d u c a ti o n a l R eco rd ,
: 1 1 :8 7 -1 0 4 , J a n u a r y , 1 9 3 8 . ! ------------------
5 Guy L. and Eva Bond, D ev elo p m en tal R ead in g i n
H igh S c h o o l (New Y ork: M acm illan Company, 1 9 ^ 1 ), P« 19*
8
*
s t u d e n t s a re n o t r e a d in g as e f f e c t i v e l y as m ig h t he h o p ed .
The r e a d i n g p ro b le m , t h e r e f o r e , i s a v i t a l c o n c e rn o f th e
se c o n d a ry s c h o o l s .
N ever b e f o r e h av e t e a c h e r s and a d m i n i s t r a t o r s been
so c o n c e rn e d and f e l t so k e e n ly a b o u t th e r e a d in g p ro b lem
i n j u n i o r and s e n i o r h i g h scho o l* W itty i n d i c a t e s t h a t
i n no o t h e r p e r i o d h a s t h e r e b e e n so g r e a t a demand f o r
c l a r i f i c a t i o n o f o b j e c t i v e s , and so w id e s p r e a d a d e s i r e
f o r h e lp i n im p ro v in g th e e f f e c t i v e n e s s o f i n s t r u c t i o n
o f r e a d i n g th ro u g h o u t th e e le m e n ta r y , th e h i g h s c h o o l
7
and t h e c o l l e g e . Gray s t a t e s t h a t t e a c h e r s are e a g e r l y
s e e k in g h e lp i n s o l v i n g th e p ro b le m o f p o o r r e a d e r s in
th e se c o n d a ry s c h o o l s . T here i s g r e a t e a g e r n e s s on th e
p a r t o f e d u c a to r s t o know more a b o u t th e r e a d i n g p ro b lem .
The d i v e r s i f i e d i n t e r e s t s o f o u r p r e s e n t s o c i e t y
demands a ty p e o f r e a d i n g program d i f f e r e n t t h a n t h a t
8
f o r m e r ly em ployed. N. B. S m ith sa y s t h a t t h e r e i s a
demand f o r a s t r e a m l i n e d ty p e o f r e a d i n g a b i l i t y g e a re d
to th e tempo of modern l i f e . She p r e s e n t s th e f o l lo w in g
M Page a n t of R eading I n s t r u c t i o n : ”
P a u l W it t y , R eading i n Modern E d u c a tio n (New
Y ork: D. C. H eath Company, 19^9)> p . 1*
^ G ray, "How Can t h e Poor R e ad e rs be R escu ed ?”
® N. B. S m ith , ’’H i s t o r i c a l T u rn in g P o i n t s i n th e
T e a c h in g of R e a d in g ,” N a t io n a l E d u c a ti o n a l A s s o c i a t i o n
J o u r n a l , lj.l:279» May, 1952. "
1 . The p e r i o d o f R e l i g i o u s E m p h a sis--l6 0 7 -1 7 7 6 «
2 . The p e r i o d o f P a t r i o t i c E m p h a s i s - - I 7 7 6- I 8J 4 .C U
3 . The p e r i o d o f G e r m a n - P e s ta lo z z ia n Em phasis —
I 8I4 .O-I8 8O.
Ij.. The p e r i o d o f C u l t u r a l E m p h a s is - - l8 8 0 - 1 9 l8 .
5* The p e r i o d o f U t i l i t a r i a n Em phasis--1918-192)?*
6 . The p e r i o d o f E m phasis upon B ro ad en ed O b je c
t i v e s — 19 25-1935.
7. The p e r i o d o f Em phasis upon A c t i v i t y R e a d in g —
193^-19^2
8 . The p e r i o d o f R e-E m phasis upon D e f i n i t e l y
O rg a n iz e d R eading I n s t r u c t i o n — I 9I 4 .2- I 9M5.
9 . The T u rn in g P o i n t o f 1952—M eeting th e
C h a lle n g e o f T e l e v i s i o n , R ad io , Movie and
P i c t u r e M a g a z in e ,9
; In o r d e r t o c h a l le n g e t h e y o u th o f A m erica, th e p r e s e n t
; form s o f e n t e r t a i n m e n t m ust be c h a l le n g e d by e v e n more
s t i m u l a t i n g m a t e r i a l s .
R e ta r d e d r e a d e r s a re fo u n d m ost f r e q u e n t l y among
I c h i l d r e n w i t h norm al and s u p e r i o r i n t e l l i g e n c e . I n th e
j i n t e r m e d i a t e g r a d e s D u r r e l l 'L0 f i n d s t h a t 80 p e r c e n t o f
i p u p i l s who a re r e t a r d e d i n r e a d i n g have e i t h e r n o rm al
; o r s u p e r i o r i n t e l l i g e n c e . Gray p o i n t s o u t th e f a c t t h a t
[ t h e r e i s abundant e v id e n c e a v a i l a b l e t o show t h a t r e t a r d a -
j t i o n i n r e a d i n g i s much more p ro m in e n t among th e m e n t a l l y
9 I b i d . , p p . 2 8 0 -8 3 .
E. A. B e t t s , The P r e v e n t i o n and C o r r e c t i o n o f
: R eading D i f f i c u l t i e s (New Y ork: Am erican Book Company,
i 19.36)..., p . 3 . .............. ....................................................... ............
10
s u p e r i o r th an among slow l e a r n e r s . He p r e s e n t s t h e f i v e
ty p e s o f r e t a r d e d r e a d e r s n e e d in g h e l p ;
1 . N e e d l e s s l y r e t a r d e d
2 . H andicapped
3* Slow l e a r n e r of l i m i t e d r e a d i n g a b i l i t y
I 4 .. P u p i l s o f s u p e r i o r l e a r n i n g c a p a c i t y who
f a i l to r e a d as w e ll as th ey s h o u l d . H
N e e d l e s s l y r e t a r d e d a re th o s e r e a d i n g below th e l e v e l
e x p e c te d i n term s o f t h e i r m e n ta l a b i l i t y ; h a n d ic a p p e d
a re th o s e r e a d in g below th e l e v e l e x p e c te d and h a v in g
a p e r s o n a l o r e n v iro n m e n ta l f a c t o r r e t a r d i n g p r o g r e s s ;
slow l e a r n e r s a r e th o se r e a d i n g below t h e i r g ra d e l e v e l
i n term s o f t h e i r low m e n ta l a b i l i t y ; and s u p e r i o r a re
th o s e r e a d i n g f a r below t h e i r m e n ta l c a p a c i t y . Each o f
th e above n e e d s h e lp o f a d i f f e r e n t t y p e . W itty c o n s i d e r s
th e r e a d i n g p ro b lem o f the g i f t e d c h i l d and g i v e s v a l u a b l e
s u g g e s t i o n s i n d e a l i n g w i t h s u c h a c h i l d . 12
The k in d and ty p e o f r e m e d ia l program v a r i e s g r e a t
l y a c c o rd in g t o t h e p a r t i c u l a r s c h o o l c o n c e rn e d . Bond
and Bond s t a t e ;
The o r g a n i z a t i o n o f a d e v e lo p m e n ta l r e a d i n g p r o
gram i n th e h i g h s c h o o l w i l l depend upon l o c a l con
d i t i o n s such as s i z e , i n t e r n a l o r g a n i z a t i o n , p e r s o n
a l , and f i n a n c i a l c o n d i t i o n s .13
11 G ray, o p . c i t .
* * ■ 2 P a u l W it t y , ” Im proving th e R e ad in g o f G i f t e d
, C h i ld r e n and Y o u t h ,” The P a c k e t , 6 : 1 - 7 , F e b r u a r y , 19£l*
■ * ■ 3 Bond and Bond, o£. cit., p. 62.
11
; D u r r e l l " ^ s u g g e s t s th e r e m e d ia l r e a d i n g homeroom and th e
; r e m e d ia l r e a d i n g l a b o r a t o r y a s s u c c e s s f u l i n b r i n g i n g
a b o u t e f f e c t i v e r e s u l t s . The r e m e d ia l r e a d i h g l a b o r a t o r y
s h o u ld have no more th an e i g h t i n a g ro u p . He b e l i e v e s
t h a t th e r e m e d ia l r e a d i n g c l a s s e s sh o u ld p r o v id e f i r s t
I f o r th e c h i l d r e n w i t h th e g r e a t e s t r e a d in g r e t a r d a t i o n i n
r e l a t i o n to t h e i r S t a n f o r d - B i n e t m e n ta l a g e s.
The f o llo w in g i s an o u t l i n e o f th e Compton Union
; H igh Schoo l R eading Program :
1. D e v elo p m en tal ( R e g u la r E n g li s h c l a s s e s )
S u p e r i o r
Normal
S l o w - l e a r n e r
2 , R em edial (1 5 -2 0 i n c l a s s )
H ig h norm al
S u p e r i o r (by i n d i v i d u a l i n t e l l i g e n c e t e s t s )
3* C l i n i c a l (20 s t u d e n t s )
S u p e r i o r (by i n d i v i d u a l i n t e l l i g e n c e t e s t s )
Ip. F u n c t i o n a l (18 maximum)
M e n ta lly r e t a r d e d (b y i n d i v i d u a l i n t e l l i g e n c e ;
t e s t s ) 15
Some s c h o o l d i s t r i c t s can n o t a f f o r d an e x t e n s i v e
i r e m e d ia l r e a d i n g p ro g ram , b u t , n e v e r t h e l e s s , th ro u g h
j c a r e f u l p l a n n i n g a tte m p t t o ta k e c a r e o f t h e i r r e a d in g
( p ro b le m s . Some s c h o o l d i s t r i c t s h i r e one r e a d i n g
I s p e c i a l i s t to ta k e c a r e o f the re a d in g p ro b lem s o f s e v e r a l ;
N a t i o n a l S o c i e t y f o r th e S tu d y o f E d u c a tio n ,
[ "The T ea ch in g of R e a d in g ," A second r e p o r t , p p . 35^-55*
C larem o n t C o lle g e R eading C o n fe re n ce t S ix t e e n t h :
: Y earb ook , 195>1 > P« 103T»
12
s c h o o l s . Many u n i v e r s i t i e s have r e a d i n g c l i n i c s where
s t u d e n t s f o r a minimum fe e can r e c e i v e a i d . B e t t s
sa y s t h a t m ost r e a d in g d i f f i c u l t i e s can be p r e v e n te d by
good f i r s t - h a n d t e a c h i n g b u t t h a t s e v e r e l y h a n d ic a p p e d
r e a d e r s and n o n - r e a d e r s r e q u i r e i n d i v i d u a l i n s t r u c t i o n .
A good r e a d i n g program i s c o n c e rn e d w i t h th e n e e d s
and i n t e r e s t s of th e s t u d e n t s . Many r e a d i n g books of
d i f f e r e n t i n t e r e s t s and g ra d e l e v e l s have t a k e n th e p l a c e
o f one s t a n d a r d i z e d book f o r e a c h c h i l d . P a u l W itty s u g
g e s t s th e f o l l o w i n g s u g g e s t i o n s t o c o u n t e r a c t th e s t r o n g
i n f l u e n c e t e l e v i s i o n e x e r t s on m ost c h i l d r e n :
1 . P ro v id e r i c h and v a r i e d e x p e r ie n c e f o r e ac h
c h i l d .
2 . S tu d y e a c h c h i l d ' s p a t t e r n of r e a d i n g . Try
to g u id e him to w a rd s a b a l l a n c e d program o f
v a r i e d and i n d i v i d u a l l y s a t i s f y i n g r e a d in g
e x p e r i e n c e s .
3 . Know e a c h c h i l d and h i s n e e d s .
[{.. S e t a s id e tim e f o r r e a d i n g and d i s c u s s i n g
books and m a g a z in e s . Read w i t h c h i l d r e n .
5 . Guide e a c h c h i l d to l i s t e n d i s c r i m i n a t e l y , to
r e a d c r i t i c a l l y and t o d e v e lo p s t a n d a r d s f o r
a p p r a i s i n g comic b o o k s.
6 . P ro v id e books and r e a d i n g m a t e r i a l s on d i f f e r
e n t s u b j e c t s and g r a d u a l l y i n c r e a s e t h e i r
d i f f i c u l t y so a s to im prove c h i l d r e n ' s r e a d i n g
s k i l l s .
7 . Remember f i n a l l y , t h a t e a c h c h i l d n e e d s to
f i n d jo y and s a t i s f a c t i o n i n r e a d i n g . H elp
him d e v e lo p th e n e c e s s a r y s k i l l s and th e n
e n co u rag e him to r e a d a b o u t t h i n g s t h a t
16 Betts, o£. cit., pp. 250-51}..
13
17
s t r o n g l y I n t e r e s t him .
D u r r e l l p r e s e n t s th e f o l l o w i n g c h a r a c t e r i s t i c s o f an
e f f e c t i v e r e a d i n g p ro g ram :
1 . T e a c h e r i s f a m i l i a r w i t h th e i n d i v i d u a l d i f f e r
e n c e s o f h e r p u p i l s .
2 . The t e a c h e r h a s a s p e c i f i c o b j e c t i v e f o r e a c h
c h i l d o r e a c h g ro up o f c h i l d r e n i n h e r c l a s s .
•3 . T here i s a d e f i n i t e p la n f o r o b s e r v a t i o n of
p u p i l ' s g ro w th i n v o l u n t a r y r e a d i n g h a b i t s .
I4 .. The t e a c h e r knows th e books t h a t a r e a v a i l a b l e
t o th e c h i l d r e n .
5 . T here i s a d e q u a te p r o v i s i o n s f o r d i f f e r e n c e s
i n the r e a d in g a b i l i t i e s o f t h e p u p i l s .
6 . The t e a c h e r h a s d e f i n i t e p la n s f o r m o t i v a t i o n
o f r e a d i n g .
7 . T h ere i s f u l l a t t e n t i o n to grow th i n v o cab u
l a r y .
8 . O r a l - r e a d i n g i n s t r u c t i o n - i s made e f f e c t i v e by
m a i n t a i n i n g i n t e r e s t . 18
Aw areness o f th e r e a d i n g p ro b lem makes u s c o n s c io u s
o f i t . T h is does n o t mean, how ever, t h a t today we have
p o o r e r r e a d e r s th a n y e s t e r d a y . Our s c h o o l c h i l d r e n a r e
a c t u a l l y b e t t e r r e a d e r s . S tu d y r e s e a r c h 1^ r e l a t e s t h a t .
7 P a u l W itty , " T e l e v i s i o n and E f f e c t i v e E duca
t i o n , " C larem ont C o lle g e R eading C o n f e r e n c e » S i x t e e n t h
Y earb ook , 1951> p p . 39~M-2.
I® D onald D. D u r r e l l , Im provem ent o f B a s ic R eading
A b i l i t i e s (New Y ork: W orld Book Company, 1 9 ^ 0 ), C h a p te r I.
19 P a u l W itty , "Are C h i ld r e n L e a rn in g to R ead ,"
S cho ol and S o c i e t y , 75*289-9^* M ay 10, 195>2.
I k
20
W itty i n d i c a t e s t h a t modern m ethods o f t e s t i n g e n a b le
us to i d e n t i f y r e a d i l y o u r l e a s t e f f i c i e n t r e a d e r s and
t h a t modern m ethods o f t e a c h i n g r e a d in g h av e im p ro ved and
m a t e r i a l s o f i n s t r u c t i o n a r e v a s t l y s u p e r i o r . We a re
m e re ly b e g in n in g t o s o lv e o u r r e a d i n g p ro b le m .
T here i s a n eed f o r good r e m e d ia l r e a d i n g t e a c h e r s
PI
i n j u n i o r h ig h s e h o o l . H a r r i s b e l i e v e s t h a t r e m e d ia l
t e a c h i n g i s n o t h in g b u t goo d, e f f e c t i v e t e a c h i n g . He
s a y s :
The o n ly d i f f e r e n c e b e tw e e n re m e d ia l t e a c h i n g and
o r d i n a r y t e a c h i n g i s t h a t r e m e d ia l t e a c h i n g i s done
more t h o r o u g h ly , more s y s t e m a t i c a l l y , and more e f
f i c i e n t l y . 22
S u p e r i o r t e a c h e r s o f t e n em ploy d a i l y p r o c e d u r e s and p r i n
c i p l e s w hich a r e fu n d a m e n ta l i n good r e m e d ia l w ork.
Many e x c e l l e n t books have n o t b een I n c lu d e d i n t h i s
r e v ie w . R e fe re n c e to them , how ever, w i l l b e made th r o u g h
o u t th e s t u d y .
20 I b i d .
^1 A lb e r t H a r r i s , How t o I n c r e a s e R eadin g A b i l l t y
(New Y ork: Longmans G reen Company, 19lf.T) , p . 2I4..
22
Loc * o i t §
CHAPTER I I I
A WISE SELECTION OF STUDENTS
S e l e c t i o n o f s t u d e n t s f o r th e r e m e d ia l r e a d i n g
c l a s s i s i m p o r t a n t . The i d e a l r e m e d ia l r e a d in g c l a s s
i s s m a ll and , t h e r e f o r e , e x p e n s iv e . S e c u rin g s t u d e n t s
who would r e a l l y b e n e f i t dep en ds upon e x t e n s i v e t e s t i n g
and e v a l u a t i o n . The p r e l i m i n a r y s t e p s a r e n e c e s s a r y i n
o r d e r to a s s u r e p r o p e r s e l e c t i o n . I t i s f a r b e t t e r to
spend tim e and money i n t e s t i n g and e v a l u a t i o n i n th e
s e l e c t i o n , th a n t o c au se d i s r u p t i o n l a t e r a f t e r r e a l i z i n g
t h a t th e s t u d e n t s e n r o l l e d a re n o t m aking p r o g r e s s i n
r e a d i n g , A w ise s e l e c t i o n o f s t u d e n t s a t th e v e r y b e
g in n in g s e r v e s to save tim e and money l a t e r .
I . EVALUATION
I n f o r m a t io n a b o u t t h e p o t e n t i a l re m e d ia l r e a d in g
s t u d e n t may be g a t h e r e d from th e f o l l o w i n g s o u r c e s as su g -
1
g e s t e d by B e t t s .
1 . G e n e ra l a ch iev e m e n t t e s t s .
2. I n t e l l i g e n c e t e s t s .
3 . T e s t s o f s p e c i f i c r e a d i n g s k i l l s and in f o r m a
t i o n .
1|. T e s ts o f s e n s o r y c a p a c i t y ( v i s u a l and a u d i t o r y ) 4
E. A. B e t t s , P r e v e n t i o n and C o r r e c t i o n o f Read
ing: D i f f i c u l t i e s (New Y ork: A m erican Book Company, 193&)>
p. 7 T T .
16
5 , T e s ts f o r a p p r a i s a l o f p e r c e p t u a l a b i l i t i e s
and h a b i t s ,
6 , T e s ts f o r i d e n t i f i c a t i o n o f a s s o c i a t i o n d i f f i
c u l t i e s ,
7 , T e s ts o f m otor f u n c t i o n s ,
8 , A p p r a is a l o f i n d i v i d u a l i n t e r e s t s .
9 , Case h i s t o r y and g e n e r a l o b s e r v a t i o n .
Many o f th e above may be g a t h e r e d by t h e r e a d i n g s p e c i a l
i s t fro m th e sc h o o l o f f i c e . A d d i t i o n a l r e a d i n g t e s t s a d
m i n i s t e r e d b y th e re m e d ia l r e a d i n g t e a c h e r p ro v e a d v a n ta
geous and c e r t a i n o b s e r v a t i o n s o f th e s t u d e n t b y th e
t e a c h e r , h e l p f u l . T hrough s h o r t i n t e r v i e w s th e a l e r t
: t e a c h e r may g a in a g r e a t d e a l o f i n f o r m a ti o n c o n c e rn in g
: th e s t u d e n t ' s r e a d i n g p ro b le m . Recommendations by o t h e r
t e a c h e r s a re a l s o h e l p f u l a t t h i s tim e and can be used
: w ith o t h e r d a t a to more f u l l y u n d e r s t a n d t h e p a r t i c u l a r
! c h i l d ,
I I . LOW ABILITY STUDENTS
S p e c i a l c a re s h o u ld be t a k e n t o see t h a t re m e d ia l
I r e a d i n g c l a s s e s a r e n o t composed m o s tly o f s l o w - l e a r n i n g
! c h i l d r e n r e a d in g up to t h e i r m e n ta l c a p a c i t y . S l o w - l e a r n
in g c h i l d r e n o f t e n hav e d i f f i c u l t y i n c l a s s e s . T e a c h e rs
w i l l o f t e n s e e k h e l p f o r th e s e c h i l d r e n by r e f e r r i n g
j them t o th e r e m e d ia l r e a d i n g t e a c h e r . The t a c t f u l r e m e d ia l
; r e a d i n g t e a c h e r sh o u ld e x p l a i n t o t h e t e a c h e r th e c h i l d ' s
; e x p e c t a n t r e a d in g l e v e l i n te rm s o f h i s m e n ta l a b i l i t y
; and o f f e r to p r o v id e m a t e r i a l s f o r t h a t p a r t i c u l a r c h i l d .
17
C h ild r e n w i t h I . Q . 1s b e tw ee n 80 and 90 g e n e r a l
l y d e s c r i b e d as d u l l or d u l l n o rm a l, a r e d o in g w e l l
i f t h e y can do s i x t h g rad e work by th e age of f o u r
t e e n . The b o r d e r l i n e group w ith I . Q,. ’ s b etw een
70 and 80 a r e a c h i e v i n g up to t h e i r c a p a c i t i e s when
th e y r e a c h th e l e v e l o f h i g h f o u r t h o r f i f t h g r a d e .
The f e e b le m in d e d a r e s t i l l lo w e r. The morons w i t h
I . Q . »s b e tw e e n 6o and 70 a re u s u a l l y s to p p e d b y
m a t e r i a l s o f t h i r d o r f o u r t h g rad e d i f f i c u l t y , and
th o s e w i t h I . Q . 1s betw een £0 and 6o u s u a l l y can n o t
p r o g r e s s beyond se co n d g ra d e work; many o f them f a i l
t o r e a d a t a l l . 2
D u ll c h i l d r e n , t h e n , u s u a l l y a re i n n e e d n o t o f a
r e m e d ia l r e a d i n g c l a s s to im prove r e a d i n g b u t o f a d i f f e r
e n t ty p e o f i n s t r u c t i o n . H a r r i s ^ s t a t e s t h a t d u l l c h i l d
r e n can l e a r n w hat n o rm a l c h i l d r e n l e a r n b u t a t a slower
r a t e . He b e l i e v e s t h a t th e t e a c h i n g o f d u l l c h i l d r e n
s h o u ld be c h a r a c t e r i z e d by a s lo w e r r a t e o f i n t r o d u c t i o n
o f new m a t e r i a l and a g r e a t e r amount o f r e p e t i t i o n th a n
i s n e c e s s a r y f o r a v erag e p u p i l s . He a ls o s a y s t h a t a
w e a lth o f i l l u s t r a t i v e m a t e r i a l and c o n c r e t e e x p e r ie n c e
sh o u ld be em ployed, s in c e the c h i l d e x p e r i e n c e s d i f f i c u l
t i e s i n a b s t r a c t , v e r b a l i z e d l e a r n i n g .
Em phasis s h o u ld be p l a c e d on th e p r a c t i c a l a p
p l i c a t i o n s o f w hat th e y l e a r n , and th e c o u rs e o f
s tu d y f o r them s h o u ld be c o n s t r u c t e d w ith a view
to t h e i r p r a c t i c a l n e ed s i n l a t e r l i f e .4
2 H a r r i s , How t o Improve R eading A b i l i t y (New
Y ork: Longmans G reen and Company, 1914.7 }, p . i-j-SlJ.•
3 Loc. c i t .
^ I h i d *, p . lj.85.
18
I I I . VISUAL DEFECTS AND EMOTIONAL PROBLEMS
V i s u a l d e f e c t s o f s t u d e n t s s h o u ld be c o r r e c t e d o r
a t t e n d e d b e f o r e th e y e n t e r a s tr e n u o u s r e a d i n g p ro g ram .
The c h i l d o f t e n n e e d s th e a s s i s t a n c e o f g l a s s e s o r an eye
s p e c i a l i s t ; th e l a c k o f su c h i s som etim es th e p rim a ry
c au se o f t h e r e a d i n g d i s a b i l i t y . B e t t s e m p h a size s t h i s
ti
f a c t o r v e ry s t r o n g l y . ^
The t e a c h e r and p r i n c i p a l , w orking t o g e t h e r w i t h
th e h e a l t h d e p a rtm e n t, s h o u ld be in a p o s i t i o n to
d i s c r i m i n a t e b e tw ee n h e a l t h and p e d a g o g ic a l p ro b le m s.
Too o f t e n th e t e a c h e r a c c e p t s a r e a d i n g c a se w hich
i s one f o r th e p h y s i c i a n s o r e y e - s p e c i a l i s t . In
such a c a s e , th e r e s u l t s o f r e c e n t r e s e a r c h e s have
em p h asized th e v a lu e o f a t t e n d i n g to t h e p h y s i c a l d e - !
f e e t b e f o r e g i v i n g p e d a g o g ic a l h e l p . 6
The s c h o o l n u r s e i s a g r e a t h e lp i n c h e c k in g s t u d e n t s .
S tu d e n ts o f t e n s h o u ld be r e f e r r e d t o an eye s p e c i a l i s t ,
: p r i o r t o i n s t r u c t i o n i n r e a d i n g . V ery seldom can a r e
m e d ia l r e a d i n g c l a s s h e l p a c h i l d who c h i e f l y n eed s th e
h e lp o f an eye s p e c i a l i s t and i s net g e t t i n g i t .
C h i l d r e n w i t h s e v e re e m o tio n a l p ro b lem s s h o u ld n o t :
i be p l a c e d i n s p e c i a l r e a d i n g e l a s s e s , u n l e s s t h e r e i s a
7
r e a d i n g p ro b le m . B e t t s a d m its t h a t a l l c h i l d r e n w ith
5 E. A. B e t t s , L e c tu re " V is u a l P e r f e c t i o n i n th e
! R eadin g P r o c e s s ," Sexso n A u d ito riu m , P a sa d en a C ity C o lle g e ;
! Monday, November 17 , 1952, 8 PM.
L
° E . A. B e t t s , P r e v e n t i o n and C o r r e c t i o n o f Read-
j i n g D i f f i c u l t i e s , p . 8 1 .
7 B e t t s , L e c t u r e , November 17> 1952.
19
w i t h r e a d i n g pro b lem s have e m o tio n a l p ro b le m s . T h is ,
h o w ev er, does n o t mean t h a t e v e ry c h i l d w i t h an e m o tio n a l
p rob lem h a s a r e a d i n g p ro b le m . I f th e e m o tio n a l p ro b le m
r e s u l t s from so m eth in g o t h e r th a n r e a d i n g , i t i s b e t t e r
t o h e lp w i t h t h a t f i r s t . A f te r w a r d s , i f th e c h i l d n e e d s
h e l p i n r e a d i n g , he s h o u ld th e n be p l a c e d i n th e c l a s s .
IV. IMPORTANCE.OP INDIVIDUAL INTELLIGENCE TESTS
I n d i v i d u a l i n t e l l i g e n c e t e s t s a re recommended f o r
r e t a r d e d r e a d e r s . H a rris ® s u g g e s ts th e b e t t e r i n d i v i d u a l
i n t e l l i g e n c e t e s t s , su c h a s th e " R e v is e d S t a n f o r d - B i n e t " .
I n h i s o p in io n t h i s t e s t g iv e s th e m ost t r u s t w o r t h y r e
s u l t s . I f p o s s i b l e i t s h o u ld be g iv e n b y a t r a i n e d
p s y c h o l o g i s t . H a r r i s 9 s t a t e s t h a t he h a s s e e n many c a s e s
i n w hich th e group I . Q . ’ s were below 80 b u t th e S t a n f o r d -
B i n e t I . Q . ’ s were 100 o r o v e r . N a t u r a l l y , a c h il d who i s
a v e ry p o o r r e a d e r h a s d i f f i c u l t y i n r e a d in g th e q u e s t io n s
i n a group t e s t , and v e r y o f t e n makes a low s c o r e even i f
he h a s a v e ra g e o r s u p e r i o r i n t e l l i g e n c e .
The i n d i v i d u a l c h i l d ’ s d e s i r e t o l e a r n to r e a d i s
i m p o r ta n t i n h i s s e l e c t i o n t o th e c l a s s . The f u t u r e g o a l
Q
H a r r i s , o£. c i t . , p . 197
9 I b i d . , p . 1 9 8 .
20
o f th e c h i l d s h o u ld a l s o be c o n s i d e r e d . The re m e d ia l
r e a d i n g c l a s s s h o u ld be c o n s i d e r e d a p r i v i l e g e . The
t a c t f u l t e a c h e r c an s e t th e s t a g e f o r a wholesome a t
t i t u d e by h i s i n t e r v i e w s w ith th e c h i l d .
R eading a u t h o r i t i e s ^ r e g a r d s t u d e n t s who a re r e
t a r d e d two o r more y e a r s i n r e a d i n g a b i l i t y i n r e g a r d s to ;
t h e i r m e n ta l age i n n e e d o f r e m e d ia l i n s t r u c t i o n . The
r e m e d ia l r e a d i n g p ro g ram s h o u ld c o n cern i t s e l f w i t h s t u
d e n ts who have a wide d i s c r e p a n c y b e tw ee n t h e i r m e n ta l
a b i l i t y and t h e i r r e a d i n g a b i l i t y . I t s h o u ld be p o s s i b l e |
to ta k e s t u d e n t s o u t o f a r e g u l a r c l a s s and th e n r e t u r n
them to t h a t c l a s s as soon as t h e y re a d up t o t h e i r a b i l i t y
c a u s in g a s l i t t l e d i s r u p t i o n i n program change as p o s s i b l e ;
A w ise s e l e c t i o n o f s t u d e n t s p a v e s th e way f o r a
w o rth w h ile r e m e d ia l r e a d in g p ro g ram . A lth o u g h a l l th e
above p r a c t i c e s may n o t be p r a c t i c a b l e i n y o u r p a r t i c u
l a r s c h o o l , much can be a c h ie v e d th r o u g h c o - o p e r a t i v e l y
w orking t o g e t h e r w i t h a d m i n i s t r a t i o n , f a c u l t y and s t u d e n t s .
10 Guy L. and Eva Bond, D evelop m ental R ead in g i n
H igh S c h o o l (New Y ork: M acm illan Company, 19) 4.1 ) , p . 2%E»
CHAPTER IV
SPECIFIC READING TECHNIQUES APPLIED
I t i s n e c e s s a r y f o r th e r e m e d ia l r e a d i n g t e a c h e r
n o t o n ly to u n d e r s t a n d th e w hole r e a d i n g p r o c e s s , b u t
a l s o t o a p p ly t h a t p a r t i c u l a r te c h n iq u e t h a t b e s t f i t s
th e p a r t i c u l a r c h i l d .
The r e a d i n g t e a c h e r n e e d s to know n o t o n ly th e
m ethods o f u s i n g th e b a s a l t e c h n i q u e s , b u t she
n e e d s to u n d e r s ta n d w e ll t h e n a t u r e of th e r e a d i n g
p r o c e s s , th e m ethods o f d ia g n o s in g a b i l i t i e s and
d i f f i c u l t i e s , and th e im p o rta n c e o f s e l e c t i n g o r
com bining and r e f i n i n g t h e v a r i o u s t e c h n iq u e s to
m eet th e i n s t r u c t i o n a l n e e d s o f th e p u p i l s c o n c e r n e d .
U n d e r s ta n d in g o f su c h w i t h a deep i n t e r e s t i n c h i l d and a
lo v e f o r r e m e d ia l work on th e p a r t o f th e t e a c h e r w i l l
pave th e way f o r a more s u i t a b l e a d ju s tm e n t f o r th e c h i l d I
w i t h a r e m e d ia l r e a d i n g p ro b le m .
I . SPECIFIC READING METHODS
When we c o n s i d e r te c h n iq u e s o f r e a d i n g , we u s u a l l y ;
t h i n k o f th e t h r e e m eth o d s: 1 . v i s u a l , 2 . a u d i t o r y , and
3 . k i n e s t h e t i c . A u t h o r i t i e s to d a y , i n g e n e r a l , a g re e
t h a t a l l t h r e e m ethods s h o u ld be u s e d . We l i v e i n a visuaL
w o rld , so m ost c h i l d r e n w i l l l e a r n more th r o u g h s e e i n g .
^ M a th is , Reed and Wagner, "Summary o f a P a n e l
R e p o rt on S p e c i f i c T ec h n iq u e s i n R e a d in g ," E d u c a tio n
U n i v e r s i t y o f S o u th e r n C a l i f o r n i a , A u g u st, 1953*
P h o n e tic i n s t r u c t i o n i s i n c i d e n t a l t o t h e r e a d i n g p r o -
2
gram . D oleh s t a t e s t h a t p h o n e t i c s have a r e c o g n iz e d
p l a c e i n th e t e a c h i n g of r e a d i n g and p r e s e n t a s i m p l i -
3
f i e d m ethod o f t e a c h i n g i t . B e t t s sa y s t h a t some c h i l d
r e n do n o t r e q u i r e much, i f a n y , p h o n e ti c i n s t r u c t i o n .
He b a s e s a d e s i r a b l e p h o n ic p ro gram on th e f o l lo w in g
cons i d e r a t i o n s :
1 . P h o n ie s i s o n ly one a i d t o word r e c o g n i t i o n .
2 . P hon ic i n s t r u c t i o n s h o u ld be g iv e n when th e
n e e d s a r i s e i n r e a d i n g s i t u a t i o n s .
3 . Word a n a l y s i s r a t h e r t h a n t h e s y n t h e s i z i n g
o f sounds i n t o words s h o u ld be used.%
D r. F e m a l d ^ i s r e s p o n s i b l e f o r th e i n t r o d u c t i o n o f th e
k i n e s t h e t i c m eth o d . Many p e o p le f i n d su c h a m ethod most
u s e f u l f o r c h i l d r e n o f low i n t e l l i g e n c e . C h i ld r e n who
have a p h a s i a sh o u ld a ls o be t a u g h t by t h i s m ethod . T h is
m ethod i s som etim es s u c c e s s f u l w here a l l o t h e r m ethods
have f a i l e d .
The t h r e e m ethods w i l l be d i s c u s s e d b r i e f l y i n
o r d e r to a c q u a in t th e r e a d e r w i t h them . I t s h o u ld be
^ Edward D o lch, ’’P h o n ie s an d P o l y s y l l a b l e s , ” E l e
m e n ta ry E n g l i s h R eview , 15:120-2% , A p r i l , 1938*
3 B e t t s , F o u n d a tlo n o f R ead in g I n s t r u c t i o n
(New Y ork: A m erican Book Company, 19%M, p i 61%.
% I b i d . , p . 6l%.
^ G race M. F e r n a l d , T ec h n iq u e s i n B a s ic S ch ool
S u b j e c t s (New Y ork: M cGraw-Hill Book Company, 19%3)•
23
rem em bered t h a t th e s e m ethods a r e u se d n o t s i n g l y b u t
t o g e t h e r .
V i s u a l m e th o d . The v i s u a l m ethod i s t h e m ost com
m only a p p l i e d . I t m e re ly means t h a t th e c h i l d l e a r n s to
r e c o g n i z e th e words by s i g h t . Many c h i l d r e n have n o t
l e a r n e d t o r e a d a d e q u a te ly s im p ly b e c a u s e th e y c a n n o t
r e c o g n iz e the w o rd s. R e v e r s a l s , s u b s t i t u t i o n s , and o m is
s i o n s a re o f t e n em ployed by th e r e m e d ia l r e a d e r . The
t e a c h e r m ust rem em ber, h ow ever, t h a t th e p r i n t e d word
i s a symbol f o r th e e x p e r ie n c e a n d as th e c h i l d ’ s r e a d i n g
a b i l i t y im prov es and as he m a tu r e s , he b e g in s t o b r id g e
th e gap b etw een th e r e a l e x p e r i e n c e and th e v i c a r i o u s
e x p e r ie n c e g iv e n him by th e p r i n t e d w ord. The D olch
l i s t o f 250 b a s i c s i g h t words a r e o f t e n n o t m a s te r e d by
th e r e m e d ia l r e a d e r . These words make up fro m 50 t o 75
p e r c e n t o f a l l ru n n in g words i n ev ery d ay r e a d i n g . On
th e f o l lo w in g p a g e s th e D olch S i g h t L i s t w i l l be f o u n d .
P h o n e tic m eth o d .. E n g l i s h i s n o t a p h o n e ti c
la n g u a g e . T here a re a c t u a l l y one h u n d re d and f o u r ways
/
of r e p r e s e n t i n g t h i r t e e n vowel s o u n d s . One vow el may
have from t w e n t y - s i x t o t h i r t y f u n c t i o n s . B e tts '^
6 N. B. S m ith , M What About P h o n i c s , ” N a t i o n a l Edu-
c a t i o n a l A s s o c i a t i o n J o u r n a l . 35!^86-87> N o v ., 19i[6. ""
7 B e t t s , ojc. c i t . , p . 6 ll|_.
2 k
DOLCH SIGHT LIST
1. s i t me to th e
2. n o t of we so
3 .
r e d to o sev en w alk
k»
s i x s t a r t show s t o p
• p u t ro u n d r i g h t p u l l
o • no on o r o ld
7.
y e llo w you y o u r y e s
8, p l e a s e p i c k p l a y p r e t t y
9-
ta k e t e n th e y to d a y
10. my much m ust t o g e t h e r
n . own u n d e r o f f o v e r
12. o u t ' new now o u r
1 ?*
open one o n ly once
i t .
t r y m y s e lf n e v e r two
1P-
u s up upon u s e
16. w i t h w h ite was wash
17.
s h a l l she s le e p s m a ll
18. who w r i t e would why
19.
some v e r y s i n g soon
20. w ish w e l l work w i l l
21. r a n r e a d r u n r i d e
22. th e n t e l l t h e i r them
23 .
see saw sa y s a i d
2lJ.. t h a t t h e r e t h e s e t h r e e
25.
when whi ch where what
26. th a n k th o s e t h i s t h i n k
27.
want went w ere warm
1 . b y
a t a i t
2 . i n I be b i g
? •
d id good do go
Lj. * a l l a re any an
5 .
had have him d r i n k
6 . i t s i s i n t o i f
7.
ask may as am
8 . many. c u t keep know
9 .
does goes g o in g and
1 0 . h a s he h i s f a r
1 1 . b u t jump j u s t buy
1 2 . b l a e k k in d b lu e f i n d
*?•
f a s t f i r s t a te e a t
ifj-. h e lp h o t b o t h h o ld
15.
brown grow b r i n g g r e e n
1 6 . f o u r e v e ry found e i g h t
l-I-
from make f o r made
1 8 . aro und fu n n y alw ays b e c a u s e
19.
long l e t l i t t l e lo o k
2 0 . away a g a in a f t e r ab o u t
25
DOLCH SIGHT LIST (C o n tin u e d )
2 1 .
c o ld can
2 2 . f u l l f a l l
23.
b e f o r e b e s t
2 k . l i v e l i k e
25. h e r h e re
2 6 . down done
27.
g iv e g e t
28. ceune c a r r y
c o u ld c le a n
f i v e
f l y
b e t t e r been
la u g h l i g h t
how h u r t
draw don* t
gave g o t
c a l l eome
26
b e l i e v e s t h a t a c e r t a i n ty p e o f p h o n ic i n s t r u c t i o n h a s a
v e r y d e f i n i t e p l a c e i n a d i f f e r e n t i a t e d program of r e a d i n g
i n s t r u c t i o n . He s t a t e s t h a t th e r e p o r t s i n d i c a t i n g c o n
s i d e r a b l e w aste i n t h e t e a c h i n g o f p h o n ic s a re due t o th e
f o l l o w i n g :
1 . V e ry few s c h o o l t e a c h e r s i n th e U n ite d S t a t e s
have a d e q u a te b ack g ro u n d i n p h o n e t i c s as a
b a s i s f o r t e a c h i n g p h o n e t i c s . T h is h a s l e d
t o i n s t r u c t i o n w h ic h c o n fu s e s th e c h i l d .
2 . U n t i l f a i r l y r e c e n t l y , th e r e a d i n g program
was u s u a l l y b u i l t a ro u n d a sy s te m o f p h o n e t i c s .
Nowadays th e p h o n ic s i n s t r u c t i o n i s i n c i d e n t a l
t o th e r e a d in g pro g ram .
3 . A w o r d - a n a l y s i s a p p ro a c h r a t h e r th a n s y n t h e
s i z i n g o f sounds i n t o words i s u s e d . Word
i s alw ays se e n as a whole*
Ij.. Only th o s e p u p i l s who can p r o f i t b y th e u se
o f p h o n e ti c a n a l y s i s a re t a u g h t th e n e c e s s a r y
t e c h n i q u e s .8
B e t t s 9 d e v o te s s e v e r a l p ag es o f h i s book to p h o n ic t r a i n
in g f o r th e t e a c h e r .
P h o n e tic t r a i n i n g s h o u ld h av e a p l a c e i n th e
modern r e a d i n g p ro g ram . I t i s one o f th e s e v e r a l
u s e f u l means o f d e v e lo p in g in d e p e n d e n t word r e c o g
n i t i o n . P h o n e t i c s , i t s h o u ld be n o t e d , i s one o f
th e s e v e r a l u s e f u l d e v i c e s , i t s h o u ld n o t a lo n e ,
be r e g a r d e d a s a s u f f i c i e n t means o f d e v e lo p in g
e f f e c t i v e word r e c o g n i t i o n . 10
® I b i d . , p . 6llf.
9 I b i d . , p p . 6l if - 3if.
A r th u r I . G a te s , !,The P la c e o f P h o n e tic s i n th e
R ead in g P ro g ra m ,1 * T e a c h e rs S e r v ic e B u l l e t i n on R e a d in g .
(New Y ork: The M acm illan Company) V o l. i^., No. 9> May» 19^-2.
27
1 1
D o lc h I n d i c a t e s t h a t a c h i l d m ust be a b le t o sound
o u t new words i n o r d e r t o be a good r e a d e r . He b e l i e v e s
t h a t i t i s a p a r t o f a good r e a d e r ’ s equipm ent b u t i t
s h o u ld be th o u g h t of as a s k i l l and n o t a s a s e r i e s of
f a c t s . He p r e s e n t s th e f o l l o w i n g s t e p s i n l e a r n i n g
s o u n d in g :
1* S i n g l e c o n s o n a n t sounds
2 . C onsonant d ig r a p h s
3 . S h o r t sounds o f vow els
q . Long sounds o f v ow els
5 . Finafl e r u l e
6 . D ouble vow els
7 * D ip th o n g s
8 . S o f t c and g
9 . Number of s y l l a b l e s
10. D i v i s i o n i n t o syllables-*-^
D o lc h p r e s e n t s t h e f o l l o w i n g s y l l a b i c a t i o n as i m p o r t a n t :
1 . As many s y l l a b l e s as vow els ( e x c e p t dou ble
v o w e l, d ip th o n g s and s i l e n t e)
2 . C o n so n an ts u s u a l l y go w i t h th e f o l l o w i n g vowel
i f th e y can be p ro n o u n ced w i t h i t .
3 . D ouble c o n s o n a n t d i v i s i o n comes b e tw ee n them .
if. P r e f i x e s and s u f f i x e s fro m s e p a r a t e s y l l a b l e s .
5 . C lo se d s y l l a b l e s a r e u s u a l l y s h o r t and open
ones lo n g i f a c c e n t e d . 13
Adam g i v e s th e f o l l o w i n g r u l e s i n r e g a r d to p h o n e t i c s :
1 . P h o n e tic m ethod s h o u ld n o t be u se d t o i n t r o
duce b e g in n i n g r e a d i n g .
12 I b i d . , p . 2 2 1 .
13 I b i d . , p . 223.
2 8
2 . P h o n e t ic s s h o u ld n o t be i n t r o d u c e d b e f o r e
seco n d h a l f o f f i r s t g ra d e o r f i r s t h a l f of
se co n d g r a d e .
3 . P h o n e tic i n s t r u c t i o n sh o u ld be i n t r o d u c e d i n
c i d e n t a l l y when t h e e h i l d h i m s e l f b e g in s to
comment on s i m i l a r so u n d s .
I4 .. W ith m ost c h i l d r e n i n c i d e n t a l i n s t r u c t i o n i n
p h o n e t i c s i s a l l t h a t i s n e c e s s a r y . Too much
em ph asis on l e t t e r s and sounds may a c t u a l l y
h i n d e r r a t h e r t h a n a id i n r e a d i n g .
5 . W ith th e few c h i l d r e n who h av e g r e a t d i f f i
c u l t y and who seem t o d e v e lo p no way o f d e
v e lo p i n g u n f a m i l i a r words th e t e a c h e r sh o u ld
u se a s i m p l i f i e d sy s te m o f p h o n ic i n s t r u c
t i o n . 4 -
N i l a B a n ta S m ith -4 s t a t e s t h a t th e p h o n ic t e c h n i c does
n o t c o n s i s t o f one sim p le s k i l l b u t i s a com plex p r o c e s s
made up o f s e v e r a l s e p a r a t e and d i s t i n c t a b i l i t i e s
1 .
2.
3 .
k*
II4. p ay Adams, T e a c h in g C h ild r e n to Re a d , (New Y ork
R onald P r e s s , 19^4-9) > PP* 32-Ij3«
N. B. S m ith , L e e t u r e , U n i v e r s i t y of S o u th e rn
C a l i f o r n i a , Summer S e s s i o n , 19^ 0 .
16 Ibid.
V i s u a l d i s c r i m i n a t i o n . C h ild m ust become
k e e n ly s e n s a t i v e to t h e a p p e a ra n c e o f p h o n ic
e le m e n ts w i t h i n w o rd s.
A u d ito r y d i s c r i m i n a t i o n . C h ild m ust l e a r n to
a s s o c i a t e a c e r t a i n sound w i t h e a c h p h o n ic
e le m e n t.
A rt o f b l e n d i n g sounds i n w o rk in g o u t th e
n a t u r a l p r o n u n c i a t i o n o f w o rd s.
C o n te x tu a l a p p l i c a t i o n . Use o f th e t h r e e
above as a p p l i e d i n a t t a c k i n g new w ords e n
c o u n te r e d i n c o n t e x t . l o
' 29
She s t a t e s t h a t s p e c i f i c t e c h n i c s and p r a c t i c e s h o u ld
be p r o v id e d f o r e a c h o f th e a b o v e . P h o n ic s s h o u ld alw ays
be t a u g h t i n c lo s e c o n n e c tio n w i t h n e ed s i n th e r e a d i n g
l e s s o n s so t h a t c h i l d r e n may make im m ediate and f u n c t i o n a l
u se o f th e r e s u l t s o f t h i s t e a c h i n g and hav e abundance o f
p r a c t i c e .
K i n e s t h e t i c m eth o d . The k i n e s t h e t i c m eth o d , some
tim e s r e f e r r e d t o as th e t r a c i n g m ethod, i s em ployed when
a l l o t h e r m ethods h av e f a i l e d . I t i s v e r y tim e -c o n su m in g
and o f t e n becomes a c r u t c h t h a t m ust be abandoned l a t e r .
I t i s e s p e c i a l l y s u c c e s s f u l i n t e a c h i n g m e n t a l l y - r e t a r d e d
o r s l o w - l e a r n i n g c h i l d r e n . B e t t s s u g g e s t s the f o l l o w i n g
p ro c e d u r e f o r t h e m ethod:
1 . I d e n t i f y th e unknown word i n s i l e n t r e a d i n g .
2 . M o tiv a te th e c h i l d t o know th e w ord.
3* Pronounce th e word f o r th e c h i l d i f he i s
u n a b le to work i t o u t f o r h i m s e l f . Meaning
s h o u ld be c l e a r e d , and th e p a s s a g e c o n t a i n
in g th e w ord r e - r e a d .
If.* The p u p i l s h o u ld s tu d y t h e word b y s y l l a b l e s
u n t i l he b e l i e v e s he can w r i t e i t a f t e r c l o s
i n g h i s bo o k . C o n tin u e s t o stu d y th e w ord u n
t i l he can w r i t e i t w ith o u t co py. Keeps r e
c o rd o f t h e s e words i n f i l e o r a n o te b o o k .
5 . Review th e m eaning o f t h e word and e n c o u ra g e
th e c h i l d t o i l l u s t r a t e i t s d i f f e r e n t m ean
i n g s .
6 . To s h a rp e n v i s u a l p e r c e p t i o n of word, th e
c h i l d i s e n c o u ra g e d to f i n d th e word i n a n o th e r
s e n t e n c e .
17
7* W rite th e word w ith o u t th e c o p y .
30
O ther t e c h n i q u e s . I t i s im p o r ta n t t h a t th e r e
m e d ia l r e a d i n g s t u d e n t b e g in t o r e a d a t h i s g rad e l e v e l
and a ro u n d h i s i n t e r e s t s . I t i s i m p o r t a n t , t h e n , t h a t
t h e t e a c h e r be w e l l a c q u a in t e d w i t h b o t h th e e h i l d and
a v a i l a b l e r e a d i n g m a t e r i a l s . Witty-*-® c o n s t r u c t e d an
e x c e l l e n t '’D i a g n o s t i c C h ild S tu d y R e c o r d ,” w h ic h can be
u s e d , i n whole o r p a r t , t o b e t t e r a c q u a i n t o n e ’ s s e l f
w i t h e a c h p a r t i c u l a r c h i l d . The t e a c h e r w i l l f i n d t h a t
t h i s i n v e n t o r y i s u s e d to b e s t a d v a n ta g e d u r in g in f o r m a l
i n t e r v i e w s , when he d i s c u s s e s w i t h e a c h c h i l d h i s f a v o r i t e !
p l a y a c t i v i t y , h i s v o c a t i o n a l w orkshop , e t c . P la y p r e
f e r e n c e s and h a b i t s may be i n v e s t i g a t e d b y u t i l i z a t i o n o f I
a l i s t o f p l a y a c t i v i t i e s . Such a l i s t i s th e ’’W it t y -
K opel I n v e n t o r y . ” The o r i g i n a l l i s t was th e r e s u l t o f
an i n v e s t i g a t i o n by W itty and K opel o f th e p l a y a c t i v i
t i e s o f s e v e r a l th o u sa n d e le m e n ta r y c h i l d r e n d u r i n g t h e
y e a r I 9 3I4- I 9 3 6 .
T here i s no s u b s t i t u t e f o r f i r s t h a n d i n f o r m a t i o n
a b o u t c h i l d r e n ’ s l i t e r a t u r e . I t i s i m p o s s i b l e , h ow ev er,
f o r th e t e a c h e r to r e a d a l l c h i l d r e n ’ s l i t e r a t u r e .
! 7 B e t t s , o p . c i t . , p p . 6 8 8- 6 8 9 .
P a u l W i t t y , R eading in Modem E d u c a tio n (New
Y ork: D. C. H eath and Company, 1914.9 )* A ppendix C.
31
’’W ils o n ’ s C a t a l o g u e , ” and ’’R ue’ s In d e x ” w i l l be a i d s i n
th e s e l e c t i o n o f th e r i g h t book f o r t h e r i g h t c h i l d .
The l i b r a r i a n i s v e r y h e l p f u l to b o th s t u d e n t and
t e a c h e r . A lth o u g h i t i s i m p o s s i b l e f o r th e l i b r a r i a n t o
know e a c h c h i l d , she knows h e r books and w i t h th e a i d o f
th e t e a c h e r a s e l e c t i o n o f t e n can be made.
F r e q u e n t l i b r a r y p e r i o d s a r e v a l u a b l e t o th e s t u
d e n t s . La B r a n t , t r a i n i n g t e a c h e r a t New York U n iv e r
s i t y , i n d i c a t e s t h a t c l a s s e s o f r e t a r d e d s t u d e n t s from
u n d e r - p r i v i l e g e d homes i n New York im proved tre m e n d o u s ly
by f r e q u e n t l i b r a r y p e r i o d s .
The c la s s ro o m s h o u ld be p r o v i d e d w ith a g r e a t
d e a l o f r e a d i n g m a t e r i a l i n o r d e r t o i n t e r e s t th e s t u d e n ts ;
R a p id r e a d i n g p e r i o d s p ro v e a d v a n ta g e o u s t o th o s e s t u
d e n ts who a re r e a d y f o r them . These im prove a c h i l d i n
b o t h s k i l l and t a s t e . The t e a c h e r ’ s q u i e t h e lp and e n
courag em en t th r o u g h o u t th e p e r i o d a re e s s e n t i a l .
D r i l l s h o u ld be tr a n s f o r m e d i n t o p l a y . Dolch^®
s u g g e s t s many a c t i v i t i e s i n h i s b o o k . I t i s h i g h l y im
p o r t a n t t h a t th e r e m e d ia l r e a d e r e n jo y s h e r work and i s
h i g h l y m o t i v a t e d .
■ * ■ 9 Lou La B r a n t , T e a c h e r ’ s I n s t i t u t e L e c tu r e ,
V e n tu ra , J a n u a r y , 1 9^1.
Of)
Edward D o lc h , Manual f o r R em edial R eading
(Champaign, I l l i n o i s : The G a r r a r d P r e s s , 1
32
F r e q u e n t sp e ed and c o m p reh en sio n e x e r c i s e s s h o u ld
be g i v e n . D r iv in g The R eading Road and P r o g r e s s on th e
R eading Road ( s e v e n t h and e i g h t h g rad e t e x t s ) have good
e x e r c i s e s . The t e a c h e r may a l s o c u t o u t a r t i c l e s from
p a p e rs and m ag azin es on th e c h i l d ’ s i n t e r e s t . uThe
L i t t l e Wonder B ooks” a l s o p r o v id e good r e a d i n g m a t e r i a l s
on a l l l e v e l s . I t s h o u ld be rem embered t h a t upon a c q u i r
in g e x t e n s i v e v o c a b u l a r y and good w o r d .r e c o g n i t i o n h a b i t s ,
good eye sp a n , and s t e a d y , rh y th m ic p r o g r e s s i o n a lo n g th e
l i n e , sp e e d w i l l a u t o m a t i c a l l y i n c r e a s e . S tu d e n ts e n jo y
k e e p in g sc o re o f sp e e d and c om p reh en sio n on i n d i v i d u a l
c h a r t s o r g r a p h s .
D i f f e r e n t ty p e s o f r e a d i n g s h o u ld be m a s te r e d .
E x e r c i s e s t o im prove th e f o l lo w in g s h o u ld be u s e d :
1 . R ead in g f o r t h e g e n e r a l i m p r e s s i o n .
2 . R ead ing to p r e d i c t beyond g iv e n e v e n t s .
3 . R e ad in g f o r p r e c i s e , e x a c t u n d e r s t a n d i n g .
1+. R eading to n o te d e t a i l s .
5 . R ead ing t o fo llo w d i r e c t i o n s .
6 . L e a r n in g t o u s e l i b r a r y r e s o u r c e s .
7 . C r i t i c a l r e a d i n g .
C h a r le s E . M e r r i l l ’ s w orkbooks, w hich h a v e t h r e e p a r a l
l e l program s o f d i f f e r e n t l e v e l s f o r e a c h g r a d e , have
v e r y good e x e r c i s e s .
The r e m e d ia l r e a d i n g t e a c h e r m ust u n d e r s t a n d th e
c h i l d and h i s n e e d s , m ust t h o r o u g h ly f a m i l i a r i z e h e r s e l f
w i t h th e r e a d i n g m a t e r i a l s , and m ust a p p ly th e p r o p e r
r e a d i n g t e c h n iq u e s to th e p a r t i c u l a r c h i l d c o n c e rn e d .
CHAPTER V
CHARACTERISTICS OF A SUCCESSFUL
REMEDIAL READING ROOM
The s u c c e s s f u l r e m e d ia l r e a d i n g room has an a t
m osphere o f w arm th, f r i e n d l i n e s s , p a t i e n c e and u n d e r s t a n d
ing* W ith th e a i d o f p h y s i c a l e n v iro n m en t and t e a c h e r
p e r s o n a l i t y , th e c h i l d f e e l s c o m f o r ta b le and a t e a s e .
I . PHYSICAL APPEARANCE
The p h y s i c a l a s p e c t s o f th e room can do much t o
s t i m u l a t e th e c h i l d ’ s i n t e r e s t i n r e a d i n g . The room
s h o u ld be p l e a s i n g l y d e c o r a t i v e and i n v i t i n g .
A l e s s o n t a u g h t i n an a t t r a c t i v e l i g h t room
made c h e e r f u l w i t h b o o k c a s e s , f l o w e r s , and p i c
t u r e s , i s c e r t a i n l y much more co n d u civ e t o p l e a
s u r e i n r e a d i n g t h a n a s e s s i o n s t a g e d i n th e
t e a c h e r ’ s lunchroom o r th e j a n i t o r ’ s broom c l o s e t . - * •
*
C o l o r f u l c u r t a i n s can a l s o be p r o v id e d a t a minimum c o s t .
The b u l l e t i n b o a rd s h o u l d be c r e a t i v e l y d e c o r a t e d and
c o n t i n u a l l y changed i n o r d e r to i n t e r e s t th e c h i l d i n
r e a d i n g . Book c o v e rs on th e c h i l d ’ s i n t e r e s t and r e a d
in g l e v e l o f t e n s e r v e as c o l o r f u l and w o rth w h ile p r o j e c t s .
■ * " Fay Adams, T ea ch in g C h ild r e n t o Read (New Y ork:
R on ald P r e s s , 19^4-9) > p . 286.
35
Many books and a g r e a t v a r i e t y of r e a d i n g m a t e r i a l s h o u ld
be p r e s e n t and a v a i l a b l e t o th e r e m e d ia l re a d e r#
I I . - TEACHER PERSONALITY
T ea ch e r p e r s o n a l i t y i s h i g h l y i m p o r t a n t i n th e
e s t a b l i s h i n g of a s u c c e s s f u l r e m e d ia l r e a d i n g c l a s s .
The t e a c h e r m ust th o r o u g h ly e n jo y r e m e d ia l r e a d in g and
l i k e p e o p le , e s p e c i a l l y c h i l d r e n , i n s p i t e o f t h e i r u n
s o c i a l o r i n d i f f e r e n t b e h a v i o r p a t t e r n s . She m ust be
a b le to f o r e s e e s u c c e s s and t o s i n c e r e l y p r a i s e them .
P e r m is s iv e b e h a v i o r o f th e r e t a r d e d c h i l d m u st o f t e n be
a llo w e d w i t h o u t a f f e c t i n g th e t e a c h e r p e r s o n a l l y . The
f a c t t h a t somebody c a r e s w i l l o f t e n b r i n g a b o u t im p ro v e
m ent f o r s u c h a s t u d e n t . N o tew o rth y r e s u l t s a re o f t e n
a c h ie v e d b y t h e s t u d e n t w i t h th e a i d o f an e n c o u r a g in g ,
u n d e r s t a n d i n g and h e l p f u l t e a c h e r .
2
D olch p r e s e n t s th e f o l lo w in g s p e c i a l q u a l i f i c a
t i o n s f o r th e r e m e d ia l t e a c h e r :
1 . She n e e d s e n e r g y — w i t h p a t i e n t a t t r i b u t e s .
2 . She m ust have a l i k i n g f o r p e o p l e , e s p e c i a l l y
c h i l d r e n .
3 . She m ust have th e p u b l i c p o i n t o f v ie w .
4 . She m ust h a v e r e a l e n th u s ia s m f o r th e w o rk .
5 . She s h o u ld be a b o rn t e a c h e r .
6 . She n e e d s a t r u e u n d e r s t a n d i n g o f th e r e a d i n g
p r o c e s s .
7. She m ust h av e a sane a t t i t u d e to w a rd t e s t s .
^ D o lc h , A Manual f o r R em edial R eading (Champaign.
I l l i n o i s : The G a r r a r d P r e s s , 19^-5), P» 321]..
36
A dm irable q u a l i t i e s o f t e a c h e r p e r s o n a l i t y may be
view ed i n th e f o l l o w i n g :
Sometime ago, D r . P a u l W itty o f N o r th w e s te rn
U n i v e r s i t y s u g g e s te d t o th e o f f i c i a l s o f th e
"Q uiz K id s" r a d i o program t h a t th e y award a s c h o l
a r s h i p t o th e t e a c h e r m ost c o n v in c in g l y d e s c r i b e d
i n a p u p i l ’ s c o m p o s itio n , u n d e r th e t i t l e "The
T e a c h e r Who Has H elp ed Me M o st." D u rin g t h e s p r i n g
o f 19^6 th e f i r s t c o n t e s t was c o n d u c te d .
The re s p o n s e b y c h i l d r e n a l l o v e r th e n a t i o n was
o verw helm ing . A p p ro x im a te ly lij.,000 l e t t e r s w ere
s u b m itte d by p u p i l s from g ra d e s 2 t o 1 2 .
The f o l lo w in g c o n t a i n s a l i s t o f t r a i t s i n t h e
o r d e r i n w hich t h e y were c i t e d :
1 . C o o p e r a tiv e , d e m o c ra tic a t t i t u d e
2 . K i n d l i n e s s and c o n s i d e r a t i o n f o r th e i n d i v i d u a l
3. P a t ie n c e
q . Wide i n t e r e s t s
5 . P e r s o n a l a p p e a ra n c e and p l e a s i n g m anner
6 . F a i r n e s s and i m p a r t i a l i t y .
7 . S ense of humor
8 . Good d i s p o s i t i o n and c o n s i s t e n t b e h a v i o r
9 . I n t e r e s t i n p u p i l ’ s prob lem s
10 . F l e x i b i l i t y
11 . Use o f r e c o g n i t i o n and p r a i s e
1 2 . U nu sual p r o f i c i e n c y i n t e a c h i n g 3
I I I . INSTRUCTIONAL NEEDS
I n s t r u c t i o n m ust be g e a r e d t o e ac h p u p i l ’ s n e e d s .
E v ery p u p i l m ust be r e a c h e d by th e p ro g ra m . T h ere m ust
b e am ple' s u p p ly o f a p p r o p r i a t e m a t e r i a l a v a i l a b l e t o
s t u d e n t s . The r e a d i n g program m ust b e w e ll d i v e r s i f i e d
^ P a u l W it t y , "The T ea ch e r Who Has H elped Me
M o st," E x c e r p ts fro m an a r t i c l e . ( P r e s e n te d t o t h e 1951
summer r e a d i n g c l a s s a t W h i t t i e r i n m im eographed form by
D r. W i t t y .)
37 ;
and w e l l b a la n c e d t h r o u g h p l e a s a n t and i n v i t i n g r e a d i n g
e x p e r i e n c e s . In eac h m a jo r p h ase o f r e a d i n g a c h ie v e m e n t, j
a t t e n t i o n m ust be g iv e n to p u p i l g ro w th . T here m ust be
a c o n s c io u s e f f o r t to im prove g r e a t e r f l e x i b i l i t y i n r e a d
in g h a b i t s , g r e a t e r pow er o f co m p re h en sio n , g ro w th i n
p u p i l s ' v o c a b u l a r i e s , and more e f f i c i e n t u s e o f r e a d i n g
i n s tu d y s i t u a t i o n s . D o lch p r e s e n t s t h e f i v e s t e p s i n
R em edial R e a d in g :
1* Go b a c k t o w here he i s .
2 . B u ild s i g h t v o c a b u la r y and s p e e d up r e c o g n i t i o n ,
3* T each s e l f - h e l p s o u n d in g .
4-. D evelop c o m p re h en sio n .
5 . P r e s e n t much i n t e r e s t i n g r e a d i n g a t p r e s e n t
l e v e l . h-
| E ach c h i l d m ust be t a u g h t i n d i v i d u a l l y . No two
£
\ p r e s e n t e x a c t l y th e same r e a d i n g p ro b lem . D o lch r a g re e s
t h a t r e m e d ia l r e a d i n g s h o u ld b e i n d i v i d u a l i n o r d e r to
o b t a i n maximum p r o g r e s s . T here s h o u ld , h ow ev er, be p r o -
j v i s i o n s f o r gro u p a c t i v i t i e s and s h a r i n g o f e x p e r i e n c e s .
[ E x p e rie n c e i n su c h i s v e r y i m p o r t a n t and m u st n o t b e
o m it t e d .
Work s h o u ld be w e ll d i v e r s i f i e d and m ust n e v e r be
j m on oton ous. D r i l l s s h o u ld be s h o r t and may o f t e n be i n
j th e form o f gam es. The t e a c h e r m ust p r o v id e new and i n v i t -
I in g e x p e r i e n c e s i n o r d e r to c h a lle n g e th e c h i l d . A g r e a t |
^ D o lc h , o]D. c i t . , p p . 2 i4 -— 38
^ Jfoid. . P* 38*
38
d e a l o f tim e on the p a r t o f th e t e a c h e r m ust be s p e n t
o u t s i d e o f c l a s s i n p r e p a r a t i o n f o r t h e s e .
The r e m e d ia l room m ust b e one t o w h ich th e c h i l d
e n jo y s com ing. I t m u s t, ho w ev er, n e v e r be f o r g o t t e n t h a t j
th e m ain p u rp o se o f t h i s program i s to p r e p a r e th e c h i l d
f o r th e r e g u l a r c la s s ro o m ; t h e r e f o r e p r o v i s i o n s and g u i d - |
ance by th e r e m e d ia l r e a d i n g t e a c h e r f o r s t u d e n t a d j u s t
m ent s h o u ld be a p a r t o f t h a t t r a i n i n g .
The f o l lo w in g o u t l i n e s u g g e s t s s t e p s t o be a p p l i e d j
i n an e f f e c t i v e r e m e d ia l r e a d i n g program !
1 . Assemble d a t a i n c a s e s t u d y fo rm . U n d e rsta n d
and know th e c h i l d . Make use o f I n t e r e s t
I n v e n t o r i e s , C o n fe re n c e s , I .Q . T e s t s , R ead ing
T e s t s , and P h y s i c a l E x a m in a tio n s .
2 . B ase im m ediate i n s t r u c t i o n on what th e s t u d e n t i
know s. Make u se o f e x p e r ie n c e c h a r t s .
3 . F a m i l i a r i z e s t u d e n t w i t h f a c t o r c o n t r i b u t i n g
t o h i s d i s a b i l i t y . E x p la in to him w hat i s
wrong and how he can c o r r e c t i t .
ij.. A rouse m o t i v a t i o n . Show s p e c i a l i n t e r e s t i n
s t u d e n t . U n d e rs ta n d and l e t h im know you know j
how he f e e l s . T e l l him t h a t you a r e c o n f i d e n t |
i n h i s s u c c e s s .
5* E s t a b l i s h from th e v e r y b e g in n in g th e f e e l i n g I
o f a c c o m p lish m e n t. B e g in w i t h m a t e r i a l b elo w
h i s l e v e l .
39
6 . U t i l i z e p r e s e n t i n t e r e s t . P u rp o se s h o u ld be
r e a l .
7 . D ra m a tiz e p r o g r e s s . Use p r o g r e s s c h a r t s e t c .
8 . A void m onotony. Do n o t u se the same a c t i v i t y
d a y a f t e r d a y . Change a c t i v i t i e s w i t h i n p e r i o d .
9 . T ra n sfo rm d r i l l i n t o game o r p l a y a c t i v i t y .
10. Know w hat you a r e d o in g a s a t e a c h e r . Have
o r d e r l y , s y s t e m a t i c i n s t r u c t i o n .
11. E n l i s t th e c o - o p e r a t i o n o f the f a m i l y .
12.. Send home n o t e s of p r a i s e .
13. Meet w i t h s m a ll g r o u p s , i f p o s s i b l e .
H4 .. Do n o t ta k e th e c h i l d o u t o f a c h e r i s h e d su b
j e c t .
15. Have r e m e d ia l r e a d i n g room a p l e a s i n g room .
16. P re p a r e r e g u l a r t e a c h e r f o r s t u d e n t r e t u r n .
E x p l a i n t o h e r a b o u t s t u d e n t and s u g g e s t
m a t e r i a l , i f n e c e s s a r y .
C o n s i d e r a t i o n o f th e above s t e p s w i l l make f o r a
more s u c c e s s f u l r e m e d ia l r e a d i n g p rog ram . A lth o u g h th e
o p e r a t i o n o f a s u c c e s s f u l r e m e d ia l r e a d i n g p ro g ram i s
d i f f i c u l t , n e v e r t h e l e s s , th e program i s a c h a l l e n g i n g and
w o rth w h ile one f o r th e a m b itio u s and e a g e r r e m e d ia l r e a d i n g
t e a c h e r .
CHAPTER V I
AVAILABLE REMEDIAL READING MATERIALS
R e ad in g m a t e r i a l i n th e r e m e d ia l r e a d i n g c l a s s
s h o u ld be num erous and v a r i e d . A g r e a t v a r i e t y o f d i f f e r
e n t ty p e s and k in d s o f r e a d i n g m a t e r i a l i s e s s e n t i a l .
Many b o o k s h e lv e s g iv e th e room th e a p p e a ra n c e and atm o s-
B a s ic r e a d e r s may b e u se d as a q u i c k check on the
g ra d e l e v e l o f a c h i l d . A ls o , some c h i l d r e n , a f t e r u n d e r
s t a n d in g t h e i r r e a d i n g p ro b lem , w i l l p r e f e r to re a d t h e s e .
R e a d e r s , h o w e v er, s h o u ld be u s e d w i t h t h e f u l l c o - o p e r a
t i o n o f th e c h i l d c o n s i d e r e d . The f o l l o w i n g a re some
b a s i c r e a d e r s t h a t c o u ld be on th e s h e l v e s , T h is i s n o t
an a tte m p t t o i n c l u d e a l l of th e num erous r e a d e r s b u t ,
r a t h e r , t o l i s t some t h a t may be o f b e n e f i t to th e j u n i o r
h i g h s c h o o l t e a c h e r .
1. D. C. H e ath and Company, 285 Columbus Avenue, B o s to n ,
M ass. t. R eadin g f o r I n t e r e s t S e r i e s . P a u l A. W itty and
p h e re o f a s m a ll a p p e a li n g l i b r a r y .
I . BASIC READERS
O th e rs
R eading R e a d in e s s
P r e - P r im e r I
P r e - P r im e r I I
P rim e r I
P rim e r I I
Book I .
Book I I
Book I I I
See and Read
B ig g e r and B e t t e r
L i t t l e L o s t Dog
A Home f o r Sandy
R a in and S h in e
Som ething D i f f e r e n t
L o st and Found
Fun and F r o l i c
k l
S u p p le m e n ta ry -A n im a l Books
P r e - P r im e r s F r i s k y th e Goat
H undreds o f T urkeys
L i t t l e W hite R a b b it
My Pop; L a s s ie
P e a n u ts th e Pony
W alt D isn e y Book D onald Duck S e r i e s
The M acm illan Company, 60 F i f t h Avenue, New Y o rk , N.Y.:
Todays Work- P la y B o o k s. G a te s , H uber, P e a rs o n ,
S a l i s b u r g .
R e v is e d
B a s ic
R e ad in g R e a d in e s s
R e ad in g R e a d in e s s
P r e - p r im e r I
P r e - p r im e r I I
P rim e r
F i r s t
Second
T h ir d
My F i r s t S eatw ork
On Our Way
Gome and Ride
T h is i s Fun
Tags and Tw inkle
Good Times on Our S t r e e t
F r i e n d s and W orkers
On L onger T r a i l s
The New W ork-Play B ooks, G a te s , H uber, P e a rs o n
B a s ic
R ead in g R e a d in e s s
R ead in g R e a d in e s s T e x t
P r e - p r im e r I
P r e - p r im e r I I
P rim er
F i r s t
Second
T h ird
F o u r t h
F i f t h
S i x t h
A l l A board (R e v ised )
B e g in n in g Days
O ff We Go
Now We Go A gain
Jim and Judy
Down Our S t r e e t
We Grow Up
Wide Wings
L e t 1s Look A rou nd, G a te s Ayers
L e t 1s T r a v e l on
L e t ’ s Go Ahead
S u p p le m e n ta ry
P rim e r
F i r s t
The S u r p r i s e B ox, G a te s Pearson
In Came P in k y
The P a i n t e d C a lf
B ruce and B a r b a r a
The Animal P a r a d e , G a te s ,
Brown, T ip
Mr. Jo e y and th e P ig
S in g C a n a ry , S in g
P o l l y th e K id
E l s i e th e E le p h a n t
ij.2
Second A nim als a re Fun
Always Ready
Brow nie and H is F r ie n d s
A nim als Work, Too
P ueb lo IndT an S t o r i e s
We Go Away
T h ir d Y ear Round Fun
L i t t l e B o a r , th e I n d i a n
Tony and J o -J o
F i f t y W in te r s Ago
T r a i l s i n th e Woods
K u r t i and H a rd i
The Sad P r in c e
S u p p le m e n ta r y - L iv in g L i t e r a t u r e , T h ersen-B on d
T h ir d Fun W ith S to r y F r ie n d s
F o u r t h J o u rn e y s i n S t o r y l a n d
F i f t h S t o r y F r i e n d s on P arade
S i x t h S to r y T r e a s u r e s
Dem ocracy S e r i e s
P rim e r
Book I
Book I I
Book I I I
Book IV
Book V
Book VI
S c h o o l F r i e n d s
L et * s Take T urns
E n jo y Our Land
f o u r Land and Mine
Toward Freedom
P io n e e r i n g i n Democracy
The Way o f Democracy
Gore V o c a b u la ry R e a d e r s , H u b e r - S a li s b u r y - G a t e s
The Ranch Book P rim er
F i r s t
Second
T h ir d
A v i a ti o n R e ad e rs
F i r s t
Second
T h ird
F o u r t h
F i f t h
S i x t h
R u s ty Wants a Dog
Smoky, t h e Crow
P la n e s f o r Bob and Andy
S t r a i g h t Up
S t r a i g h t Down
P la n e s f o r Bob and Andy
A i r p l a n e s a t Work
The Men Who Gave Us Wings
A v i a tio n S c ie n c e f o r Boys and
G i r l s ,
S i l v e r , B u r d e t t e and C o ., ij.5 E a s t l ? t h S t r e e t , New
Y ork, N .Y .: L e a r n in g t o Read S e r i e s , N i l a B a n to n
S m ith ,
B a s ic
R ead in g R e a d in e s s Our F i r s t Book
kd>
P r e - p r im e r I
P r e - p r im e r I I
P rim e r
F i r s t R eader
Second R e a d e r I
Second R eader I I
T h ir d R e a d e r I
T h ir d R eader I I
F o u r t h R eader.
F i f t h R eader
S i x t h R eader
B i l l and S usan
Under th e Tree
T hrough th e G ate
Down th e Road
I n New P la c e s
W ith New F r i e n d s
From S ea t o S ea
Over R i l l and P l a i n
D i s t a n t Doorways
f r o n t i e r s Old and New
On th e Long Road
U n it A c t i v i t y R ead ing Program , S m ith , Bayne and O th e rs
P r e - p r im e r I
P r e - p r i m e r I I
P rim e r
F i r s t
Second
T h ir d
F o u r t h
F i f t h
S i x t h
Come and P la y
Tom1 s T r ip
At Home and Away
I n C ity and C ou ntry
The W orld A round Us
Y e s t e r d a y and Today
D i s t a n t Doorways
F r o n t i e r s Old and New
On th e Long I s l a n d
I I . WORKBOOKS
Workbooks a r e v a l u a b l e i n t h i s p a r t i c u l a r c l a s s .
S h o r t , i n t e r e s t i n g m a t e r i a l , w i t h c o m p re h en sio n q u e s t i o n s ,
a i d s th e r e m e d ia l r e a d e r . I f n e c e s s a r y , t h e s e l e c t i o n
s h o u ld be r e a d a lo u d to th e t e a c h e r . I t i s e x tr e m e ly
n e c e s s a r y to c o r r e c t an sw ers i n workbooks im m e d ia te ly
a f t e r th e c h i l d h a s done them . Workbooks u se d as b u s y
work a re n o t o n ly u s e l e s s b u t a re d e t r i m e n t a l to th e c h i l d .
The f o l lo w in g workbooks a re h i g h l y recommended f o r th e
r e m e d ia l c l a s s . G rades one, two and t h r e e c o n t a i n
s t o r i e s t h a t som etim es seem c h i l d i s h t o th e j u n i o r h ig h
s t u d e n t and, t h e r e f o r e , m ust be u se d a f t e r th e c h i l d i s
c o n d i t i o n e d t o them . G rades f o u r , f i v e , and s i x , h o w ever,
c o n t a i n s t o r i e s t h a t a re on th e i n t e r e s t l e v e l o f su ch a
c h i l d .
C h a r le s E. M e r r i l l Company, I4 .OO S o u th F r o n t S t r e e t ,
Columbus 15, O hio: D i a g n o s t i c R ead in g W orkbooks,
E le a n o r M. Jo h nso n
R ead in g R e a d in e s s
Book I
Book I I
Book I I I
Book IV
Book V
Book VI
M other Goose
M ip, th e B e ar
Red D e e r ,
S c o t t i e
th e I n d i a n Boy
and H is F r i e n d s
A d ven tu re T r a i l s
Looking Ahead
E x p lo r in g Today
O th e r w o rth w h ile workbooks a r e :
C h a r le s E, M e r r i l l Company, 1|00 S o u th F r o n t S t r e e t ,
Columbus 15 , O hio: R ead in g S k i l l t e x t s , E le a n o r M.
Jo hnson
R eadin g R e a d in e s s
Grade 1
Grade 2
Grade
Grade
Grade £
Grade o
G rades 7-12
We Can Read
B ib s
N ick y
U ncle Funny Bunny
U ncle Ben
Tom T r o t t
P a t , The P i l o t
Modern R ead in g S k i l l t e x t s
C h a r le s E . M e r r i l l Company, I 4 .OO S o u th F r o n t S t r e e t ,
Columbus 15>, O hio: P h o n ic s S k i l l t e x t s , McCrory and
W att
Book A - f o r g ra d e 1 o r 2 P h o n ic s S k i l l t e x t
Book B - f o r g ra d e 2 o r 3 P h o n ic s S k i l l t e x t
Book C - f o r g ra d e 3 o r 4. P h o n ic s S k i l l t e x t
Book D - f o r g ra d e 4 o r 5 P h o n ic s S k i l l t e x t
J , B , L i p p i n c o t t Company, New Y ork:
G u i l e r Coleman r
R eading f o r M eaning,
Grade 9
Grade 10
R eadin g f o r Meaning
R eading f o r Meaning
I I I . ADDITIONAL MATERIALS
The two f o l l o w i n g s t a t e t e x t s c o n t a i n many w o r t h -
while reading skill exercises;
S p e n c e r, Jo h n so n and R o b in so n , D r i v i n g th e Reading
R o ad , s e v e n t h g rad e
S p e n c e r , Jo h nso n and R o b in so n , P r o g r e s s on th e R ead in g
R oad, e i g h t h g rad e
The t e a c h e r may a l s o c o l l e c t s h o r t a r t i c l e s from
n e w sp a p e rs and m a g a zin es on th e c h i l d ' s r e a d in g l e v e l
and i n t e r e s t and make h e r own q u e s t i o n s f o r him to a n sw er.
The t e a c h e r o f t e n makes u s e o f th e c h i l d ' s e x p e r
i e n c e s as a s t a r t i n g p o i n t f o r r e a d i n g . The c h i l d d i c
t a t e s a s t o r y to th e t e a e h e r . The t e a c h e r w r i t e s i t down,,
ty p e s i t and b r i n g s i t b a ck f o r th e c h i l d to r e a d . The
c h i l d o f t e n i s more i n t e r e s t e d i n l e a r n i n g th e words o f
h i s own c h o i c e , a t t h i s p o i n t , t h a n someone e l s e ' s . T h is
m ethod v e r y o f t e n r e s u l t s i n th e c h i l d ’ s i n t e r e s t i n r e a d
in g o t h e r m a t e r i a l s ,
1
"The L i t t l e Wonder Books" c o n s t i t u t e a w o rth w h ile
l i b r a r y i n th e m se lv e s* These a re v e r y s m a ll books on
g ra d e l e v e l s , one t h r o u g h s i x . Each g rad e l e v e l h a s bo oks
on a v a r i e t y o f s u b j e c t s . The r e m e d ia l r e a d e r o f t e n
e n jo y s t h e s e b o o k s, b e c a u s e he can r e a d a t one s i t t i n g
i n t e r e s t i n g s u b j e c t m a t t p r on h i s g ra d e l e v e l ,
^ C h a rle s E . M e r r i l l C o ., L i t t l e Wonder B o o k s,
90 books f o r g r a d e s one th ro u g h s ix *
1 * 6
A lth o u g h t h e r e i s a g r e a t demand f o r e a s y m a t e r i a l s
on j u n i o r h i g h i n t e r e s t l e v e l , th e r e s o u r c e f u l t e a c h e r i s
a b le t o p ro v id e a d e q u a te m a t e r i a l s t o c h a l le n g e th e s t u
d e n t , "The A m erican S e r i e s , ” e d i t e d by Emmett A. B e t t s
p r o v id e a g r e a t a p p e a l, e s p e c i a l l y f o r b o y s :
The A m erican A d ven tu re S e r i e s
L ev e l A -Second g ra d e S q u an to and t h e P i l g r i m s
L ev e l B - T h ir d g ra d e C h ie f ffla c k Hawk
P i l o t J a c k K n ig h t
L e v e l C -P o u rth g ra d e Cowboys and C a t t l e T r a i l s
K i t C arson
L e v e l D - P i f t h g ra d e B u f f a l o B i l l
W i l d "B i l l H iekok
Davy C r o c k e tt
L ev e l E - S i x t h Grade . D a n ie l Boone
P u r T r a n p e r s " o f th e Old West
The Rush f o r Gold
John P a u l Jo n e s
"The R em edial R e a d e rs D i g e s t ” i s v e r y good f o r s t u d e n t s
o f t h e j u n i o r h i g h a g e . I t s g ra d e l e v e l c a n n o t be d e
te r m in e d b y i t s p h y s i c a l a p p e a ra n c e ; t h e r e f o r e s t u d e n t s
e n jo y c a r r y i n g i t aro u n d w i t h them . The army r e a d e r ,
" P r i v a t e L if e w i t h P e t e " ^ o f t e n i n t e r e s t s th e o l d e r boy
3
i n t e r e s t e d i n t h e army. "My W eekly R e a d e r ," on s i x g ra d e
l e v e l s , i s a l s o w e l l w o rth w h ile i n th e c la s s ro o m and p r e
s e n t s m a t e r i a l s on w o rld -w id e news e v e n t s .
The r e m e d ia l r e a d i n g t e a c h e r s h o u ld be w e l l
a c q u a in t e d w i t h th e , a v a i l a b l e r e a d i n g m a t e r i a l s . She
2 War D e p a rtm e n t, W ash in g to n D .C ., Number 2 1 -5 0 0 ,
Army R e a d e r .
3 1*00 S . F r o n t S t . , Columbus 15, O hio, My W eekly
R e a d e r.'
h i
s h o u ld sp end a g r e a t d e a l o f tim e i n th e c h i l d r e n ’ s
l i b r a r y r e v ie w in g books and m a t e r i a l s . The l i b r a r i a n
a ls o i s a g r e a t h e lp * I f th e t e a c h e r knows t h e c h i l d ’ s
i n t e r e s t s and r e a d i n g l e v e l , she may s e c u r e a i d from
th e l i b r a r i a n i n t h e s e l e c t i o n o f a book* ’’W ils o n ’ s
C a ta lo g u e ” and ’’R u e’ s In d e x ” a r e , l i k e w i s e , a s s i s t a n c e s
f o r a s u i t a b l e c h o ic e*
L i b r a r y books h av e n o t b e e n l i s t e d . E ach c h i l d
p r e s e n t s a d i f f e r e n t p ro b lem and would p r o b a b l y r e q u i r e
a d i f f e r e n t b o o k . Most s c h o o l l i b r a r i e s have a s h e l f o r
two o f e a s y books f o r r e t a r d e d s t u d e n t s . Knowing b o t h
th e c h i l d ’ s i n t e r e s t s and th e a v a i l a b l e books h e lp s i n
th e s e l e c t i o n o f t h e r i g h t book f o r th e r i g h t c h i l d .
CHAPTER V II
EVALUATING PROGRAM
S t a n d a r d i z e d r e a d i n g t e s t s c o n s t i t u t e o n ly a s m a ll
p a r t o f e v a l u a t i o n o f r e a d i n g g ro w th . A c c o rd in g t o W itty :
A t one tim e e d u c a t o r s a c c e p te d w i t h l i t t l e q u e s t i o n ,
th e r e s u l t s o f s t a n d a r d i z e d t e s t s a s v a l i d i n d i c a t i o n s
o f r e a d i n g s t a t u s . A c c o r d in g ly , i n i t i a l and f i n a l
s c o r e s were com pared and g a in s i n r e a d i n g w ere e s t i m a t
e d . As i n v e s t i g a t o r s b e g a n t o q u e s t i o n th e v a l i d i t y of;
s t a n d a r d t e s t s , and a s th e c o n c e p t o f th e r e a d i n g p r o
c e s s became more and more c o m p re h e n s iv e , t h i s sim p le
p r a c t i c e f e l l i n t o d i s f a v o r . Today, s t a n d a r d t e s t
s c o r e s a r e g e n e r a l l y view ed a s p a r t i a l and in c o m p le te
i n d i c a t o r s o f r e a d i n g s t a t u s . G r e a t e r s i g n i f i c a n c e i s
now a t t a c h e d to f a c t o r s n o t m easured by some t e s t s ; f o r
exam ple, th e p u p i l ’ s s u c c e s s i n r e a d i n g d i f f e r e n t k in d s
o f m a t e r i a l s , h i s a t t i t u d e tow ard r e a d i n g , h i s r e a d i n g
p a t t e r n , th e i n f l u e n c e o f r e a d i n g on h i s b e h a v i o r ,
and h i s own e v a l u a t i o n o f h i s s t a t u s and n e e d s . 1
I . STANDARDIZED TESTS
S t a n d a r d i z e d . t e s t s , how ever, a d m i n i s t e r e d w i s e l y and!
u se d s a n e l y w i l l a i d i n t h e d e t e r m i n a t i o n o f s t u d e n t growth.
The p o t e n t i a l r e m e d ia l r e a d i n g s t u d e n t s h o u ld be g iv e n b o th
an o r a l and w r i t t e n r e a d i n g t e s t b e f o r e e n tr a n c e to be com-!
!pared w i t h o t h e r r e c e n t r e a d i n g t e s t s g iv e n him . These
s c o r e s w i t h o t h e r d a t a a re u se d i n d e t e r m i n a t i o n o f h i s s e
l e c t i o n . A f t e r e n t r a n c e i n t o th e c l a s s , d i f f e r e n t form s o f
th e same t e s t sh o u ld be a d m i n i s t e r e d p e r i o d i c a l l y . I t i s
!im p o rtan t t h a t th e t e a c h e r be w e l l a c q u a i n t e d w i t h th e tests!
g i v e n and a d m i n i s t e r them p r o p e r l y . The f o l lo w in g i s a
l i s t o f t e s t s recommended b y W itty :
P a u l W i t t y , R e a d in g i n Modern E d u c a ti o n (New
York: D. C. H e ath and Company, 19l|9) , "p. 205.
T est P u b lis h e r Designed-
for grades
The Chicag? l.M .H ale 1-2
R eading & Co,
T e s ts Eau C la ir e
1914.0-14. Wis.
A
1-2
B 2- 1 +
I+-6
Type of T est Working Number of
Time Forms
1. Comprehension of
words
2. Comprehension o f
p h ra s e s
3. Comprehension of
- sentences.
1+. Comprehension of
d i r e c t i ons
5, Comprehension of
p a ra g rap h s
1, Comprehension o f
words
2, Comprehension of
se n te n c e s
3, Comprehension of
s t o r y , d i r e c t i o n s ,
and p a ra g rap h s
l+. Rate of re a d in g
1. Comprehension of
words
2, Comprehension of
se n te n c e s
3* Comprehension of
s t o r y , maps,
p a ra g rap h s
l+. Rate o f re a d in g
31 m in. 3
38 m in. 3
1+5 min. 3
T e st P u b lis h e r
Designed
for grades
D_______________________________6 -8
G ates Ba- Bureau of 3-8
s i c Read- P u b lic a tio n s ,
in g T e s ts T each ers Col-
194.2 le g e , Colum
b i a U niversity,
New Y ork, N.Y.
Type
A
B
C
Type o f T e st____________
1 . Comprehension of
words
2 . Comprehension of
se n te n c e s
3 . Comprehension of
s t o r y , maps, graphs
and p a ra g rap h s
l|. Rate of re a d in g
1, Reading to a p p re
c i a t e g e n e ra l
s i g n i f ic a n c e
2. R eading to p r e d i c t
the outcome of
g iv en e v en ts
3. Reading t o u n d e r
s ta n d p r e c i s e d i r e c
tio n s
Working Number of
Time _____forms
min. 3 ( a l s o
machine
sco red
e d i t i o n s )
k of
each type
6 min. f o r
ra d e s 3-^
min. f o r
g ra d e s 5
and above
10 m in. f o r
g ra d e s 3-l\.
8 m in. f o r
g ra d e s 5 and
above
10 m in. f o r
g ra d e s 3
8 m in. f o r
g ra d e s 5 and
above
T est
Designed
P u b lis h e r f o r g rades Type of T est
Working
Time
Number of
Forms
D 1+. Reading to n o te
d e t a i l s .
10 min. f o r
g ra d e s 3-fy-
8 m in. f o r
g rad es 5 and
above
\
G ates P r i
mary Read
in g T e s ts
I 9I +2
Bureau of 1-2
P u b l i c a t io n ( f i r s t
T each ers Col- h a l f )
le g e , Colum
b i a U niversity,
New York, N.Y.
Type 1-Word re c o g n i-
. t i o n
Type 2-Sentence r e a d
ing
Type 3-^ an ag rap h r e a d
in g
15 min,
15 min.
20 min.
3 of
each type
Gray S ta n
d a rd iz e d
O ral Read
ing P a ra
graphs
P u b lic School 1-8
P u b lis h in g
C o., Blooming
to n , 111,
Rate and accu racy of
o r a l re a d in g
u n lim ite d
time
1
Iowa Silent;
Reading
T e s ts New
E d it i o n Ele
m entary Test
(R evised)
19lf3
World Book 1+-9
Co. Y onkers-
on-Hudson,
N.Y.
1. Rate and comprehen
sio n
2. D ir e c te d re a d in g
3. Word meaning
4 . P arag rap h compre
h e n sio n
f>. Sentence meaning
0 . L o ca tio n o f in fo rm a
tio n
7. A lp h a b e tiz in g
8. Use o f Index
1+9 m in.
vn
H
Test
Designed
Publisher for grades Type of Test
Working j . Number of
Time Forms
Iowa S ilent
Reading
T e s ts New
E d it i o n
Advanced
T e st ( r e
v ise d )
19^3
World Book
Co., Yonkers-
on-Hudson,
N.Y.
High School
and C ollege
1. Rate and comprehen
sio n
2. D ir e c te d re a d in g
P o e try comprehension
Word meaning
Sentence meaning
P arag rap h comprehen
sio n
L o c a tio n o f inform a
t io n
A. Use o f index
B. S e l e c ti o n o f key
words
min.
'I*
i :
6 .
7.
M etropoli World Book 1
1. Word p i c t u r e Approx.
k
ta n Achieve Co., Y onkers- 2. Word r e c o g n itio n i|5 m in.
ment T e sts on-Hudson,
3.
Word meaning
P rim ary I N.Y.
4 .
Numbers
B a tt e r y ,
19^6
M etropolitan. World Book 2 1. Reading Approx.
h
Achievement Co., Yonkers- 2. Word meaning I 4.5 m in.
T e s ts P r i on-Hudson,
3.
A rith m e tic fu n d a
mary I I B a t- N.Y. m entals
t e r y , . 19^6
k*
A rith m e tic problem s
5.
S p e l li n g
Metropolitan World Book
3 - k
1 . Reading 35 min.
3
E lem entary C o ., Yonkers- 2 . V ocabulary
Reading on-Hudson,
T e s t, 19^4-6
N.Y.
vn
r \>
Designed
Test Publisher for grades Type of Test
Working Number of
Time Poms
Metropolitan World Book Co. 5-6 1. Reading 35 miii. 3
I n te rm e d i- Y onkers-on- 2. V ocabulary
a te Reading Hudson N.Y.
T e s t, 19^6_____________________________________________________________________. __________ ___
Metropolitan World Book Co. 7-9 1* Reading Approx. 3
Advanced Yonker-on-Hud- 2. V ocabulary 35 m in.
Reading Test son, N.Y.
____________________________________________________________________________________________________________
M ichigan World Book Co. High School 1, Human relations 50 m in. o r 2
V ocab ulary Y onkers-on- and Collegp 2. Commerce more as need-
P r o f i l e Hudson, N.Y. 3. Government ed. No d e fin -
T est, 1939 P h y s ic a l s c ie n c e s i t e time
5 . B i o lo g i c a l l i m i t s are
s c ie n c e s s e t .
6. M athem atics
7 . Pine a r t s
8 . S p o rts
M innesota U n iv e r s ity of C ollege 1, speed of re a d in g 6 min.
Speed of M innesota Press grades
Reading M in n eap o lis,
T e s t f o r Minn.
C ollege Stu
d e n ts , 1936
P ro g re s s iv e C a l i f o r n i a 1-3
Reading T e s t B ureau,
T e s ts , P ri- Los A ngeles,
mary, 191+3 C a l i f o r n i a
1, Reading v o c a b u la ry
2. Reading comprehen
s io n
29 min.
D esigned Working Number o f
T e st P u b lis h e r______f o r g rad e s Type of T est _____________ Time___________ Forms
P ro g re ssiv e
Reading
T e s ts E le
m entary,
1943
C a l i f o r n i a
T e s t Bureau
Los Angeles,
C a l i f o r n i a
lj.-6 1 .
2.
Reading v o c ab u lary
Reading comprehen
sio n
35> •
3 (a ls o 3
m achine-
sc o re d
e d i t i o n s )
Progressive C a l i f o r n i a
Reading T e st B ureau
T e s ts In te r- Los A ngeles,
m e d ia te , C a l i f o r n i a
1943
7-9 1 .
2.
Reading v o c ab u lary
Reading comprehen
sio n
50 m in. 3 ( a ls o 3
m achine-
sc o re d
e d i t i o n s )
Progressive
Reading
T e s ts Ad
vanced, 39M -3
C a l i f o r n i a
T est B ureau,
Los A ngeles,
C a l i f o r n i a
9-1 k r
1 .
2.
Reading v o c a b u la ry
Reading comprehen
sio n
50 m in. 2 ( a ls o 2
m achine-
sc o re d
e d i t i o n s )
S ta n fo rd
Prim ary
Reading
Test^ 19^0
World Book
C o., Yonkers-
on-Hudson,
N.Y.
2 -3 1 .
2.
P a rag ra p h meaning
Word meaning
25 m in.
5
S ta n f o rd
I n te r m e d i
a te Reading
T e st, I 9I 4 -O
World Book
Co., Y onkers-
on-Hudson,
N.Y.
l*-6 1 .
2.
P arag rap h meaning
Word meaning
30 min.
5
S ta n f o r d
Advanced
R eading
Test, 19^0
World Book
C o., Yonkers-
on-Hudson,
N.Y.
7-9
1 .
2.
P aragraph meaning
Word meaning
30 min.
5
T est P u b lis h e r
Designed
f o r grades Type o f T e st
Working
time
Number of
forms
T r a x le r
S i l e n t
Reading
T e st (Re
v is e d )
191+2
P u b lic School
P u b lis h in g
C o., Blooming
to n , 1 1 1.
7-10 1. Reading r a t e
2. S to ry comprehension
3. Word meaning
4 . P arag rap h comprehen
sio n
Approx.
50 m in.
ij. ( a l s o
adapted
f o r mach
ine s c o r
ing)
Van Wagenen
& Dvorak
Examination
o f S i l e n t
Reading
A b i l i t i e s ,
19^0
E d u c a tio n a l
T e st Bureau,
E d u c a tio n a l
P u b li s h e r s ,
I n c . , Minnea
p o l i s , Minn.
I n te rm e d ia te
D iv is io n
J u n io r
D iv is io n
S e n io r
D iv is io n
h-5
6 -9
1. Rate of comprehension
2. P e r c e p tio n of r e l a
t i o n s
3. V ocabulary i n con
t e x t
!{.. V o c a b u la ry - is o la te d
words
5. G eneral in fo rm a tio n
5 min. No
time l i m i t s
are given
f o r t e s t s
2-l|.; min.
su g g e ste d
f o r th e s e
fo u r t e s t s
A hand-
sc o re d e d i
t i o n and
a machine
sc o re d
e d i t i o n
6 . A b i l i t y to g ra sp tbs A dvisable to
c e n t r a l th o u g h t
7. A b i l i t y to n o te
c l e a r l y s t a t e d de-
8 . I n t e r p r e t a t i o n
9 . I n t e g r a t i o n
10. I n t e g r a t i o n o f d i s
p e rs e d id e a s
11. A b i l i t y to draw
in f e r e n c e s
use two c la ss
p e rio d s f o r
t e s t s 6 -1 0 . No
d e f i n i t e time
l i m i t s ; 6 0 -9 0
min. s u g g e s t
ed.
2 W itty , i b i d . , pp. 216-220.
v n .
vn.
I I . EVALUATION
56
R oss i n d i c a t e s th e f o l l o w i n g s t e p s i n a t e s t i n g
program :
1 . D e te rm in in g th e p u rp o se o f th e p ro gram .
2 . S e l e c t i n g th e a p p r o p r i a t e t e s t o r t e s t s .
3 . A d m i n is te r i n g th e t e s t s .
I4 .. S c o r in g th e t e s t s .
5* A n a ly z in g and i n t e r p r e t i n g th e s c o r e s .
6 . A p p ly in g th e r e s u l t s .
7* R e t e s t i n g t o d e te rm in e th e s u c c e s s o f the
p rogram .
8 . Making s u i t a b l e r e c o r d s and r e p o r t s . 3
E ach o f t h e above s t e p s m u st be p e rfo rm e d w i t h a c c u r a c y
and p r o f i c i e n c y i n o r d e r to be o f b e n e f i c i a l v a l u e . T e s t s
a re v a l u a b l e o n ly to th e e x t e n t t o w h ich th e y have h e lp e d
i n a i d i n g th e t e a c h e r t o u n d e r s ta n d th e p a r t i c u l a r c h i l d
and h e l p su c h a c h i l d make a more d e s i r a b l e a d ju s tm e n t .
T e s ts u se d as en ds i n th e m s e lv e s a r e w o r t h l e s s and a
w aste o f tim e and money.
The p u rp o se o f t h e r e m e d ia l r e a d i n g program s h o u ld
be t o h e l p th e c h i l d r e a d b e t t e r i n o r d e r to do b e t t e r
work i n h i s v a r i o u s s c h o o l s u b j e c t s . T h is aim m ust n e v e r
be f o r g o t t e n i n o r d e r t h a t the program be o f b e n e f i t to
a l l c o n c e rn e d . The r e m e d ia l r e a d i n g t e a c h e r c a n do much
th r o u g h i n t e r v i e w i n g and g u i d in g th e c h i l d i n c r e a t i n g
f o r him a more s a t i s f a c t o r y s c h o o l a d ju s tm e n t . A n e c d o ta l
G. C. R o ss, M easurem ent i n T oday1s S c h o o ls
(New Y ork: P r e n t i c e - H a l l I n c . , 1 9 ^ 7 ), p . 178.
57
r e c o r d s k e p t by t h e t e a c h e r w i l l a i d i n v ie w in g th e
g ro w th o f th e c h i l d . F r e q u e n t c o n f e r e n c e s w ith th e
c la s s ro o m t e a c h e r s by th e re m e d ia l r e a d i n g t e a c h e r c o n
c e r n in g th e c h i l d w i l l a l s o h e l p tr e m e n d o u s ly . S u c c e ss
s h o u ld n o t be d e te rm in e d m e re ly by im provem ent o f th e
c h i l d i n h i s r e m e d ia l c l a s s . T h is i s o n ly t h e b e g in n in g
and m ust be u s e d as a s t a r t i n g p o i n t i n o r d e r t o a i d th e
c h i l d i n s e c u r i n g a b e t t e r com p lete s c h o o l a d ju s tm e n t .
The r e m e d ia l r e a d i n g t e a c h e r h a s o p p o r t u n i t y t o
make a th o r o u g h s tu d y o f e a c h c h i l d i n h e r c l a s s . In
t h i s way g row th o f th e c h i l d may be o b s e r v e d . E v ery
a v a i l a b l e so u rc e m ust b e c a p i t a l i z e d i n o r d e r to a d e q u a te
l y u n d e r s t a n d and h e l p th e c h i l d . The t e a c h e r i s a b le
to o b t a i n d a t a c o n v e n i e n t l y fro m t h e f o l l o w i n g t h r e e
s o u r c e s : ( 1 ) w r i t t e n r e s p o n s e s o f th e s t u d e n t s ; ( 2 ) i n
t e r v i e w s ; and ( 3 ) o b s e r v a t i o n s o f th e s t u d e n t s by th e
t e a c h e r . I n t e r v i e w s w i t h th e p a r e n t s and w r i t t e n q u e s
t i o n n a i r e s s e n t t o th e p a r e n t s w i l l a l s o h e l p i n th e
e v a l u a t i o n o f th e g ro w th o f th e c h i l d .
I n f o r m a t io n ab o u t th e c h i l d r e n s h o u ld be w r i t t e n
up i n r e a d a b l e fo rm and made a v a i l a b l e f o r c la s s ro o m
t e a c h e r , c o u n s e l l o r , and a d m i n i s t r a t o r s t o u s e . I t i s
th e d u ty of th e r e m e d ia l r e a d i n g t e a c h e r t o e n c o u ra g e th e
u se o f t h e s e f i l e s . The r e m e d ia l r e a d i n g t e a c h e r may
a l s o h e l p by w r i t i n g up r e p o r t s o f s t u d e n t s and s e n d in g
58
them t o t h e c la s s r o o m t e a c h e r s , w henever i t a p p e a rs t h a t
su c h i n f o r m a t i o n would b e of v a l u e .
C r i t i c i s m o f th e program s h o u ld be g r a c i o u s l y r e
c e iv e d by th e r e m e d ia l r e a d i n g t e a c h e r fro m a l l th o s e
c o n c e rn e d . W r i t te n q u e s t i o n n a i r e s , answ ered b y c l a s s
room t e a c h e r s , may be u s e d i n h e l p i n g th e r e m e d ia l re a d in g
t e a c h e r p r o v id e t h e m ost b e n e f i c i a l program f o r t h e p a r
t i c u l a r s c h o o l c o n c e rn e d .
E v a l u a t i o n s s h o u ld be more t h a n t e s t s c o r e s . T h at
i s o n ly a p a r t o f i t . The whole c h i l d m ust be c o n s i d e r e d .
The c h i l d s h o u ld be p l a c e d b a c k i n t o th e r e g u l a r c l a s s
room a s soon as he seems a b le and r e a d y . B o th th e c h i l d
and t h e c la s s r o o m t e a c h e r m ust b e p r e p a r e d p r e v i o u s l y f o r
th e p la c e m e n t. W ith th e c o - o p e r a t i o n o f a l l c o n c e rn e d
th e c h i l d i s b e t t e r a b le t o make an a d e q u a te a d ju s tm e n t .
I I I . FUTURE ADJUSTMENT OF STUDENT
The a d ju s tm e n t o f t h e r e m e d ia l r e a d i n g s t u d e n t i s
an im p o r ta n t p h a se o f th e r e m e d ia l r e a d i n g p ro g ra m . The
r e m e d ia l r e a d i n g t e a c h e r s h o u ld n o t f e e l t h a t she has
co m p le te d h e r job w i t h th e s t u d e n t u n t i l t h a t s t u d e n t i s
g e t t i n g a lo n g i n h i s r e g u l a r c l a s s e s . The f a c t t h a t th e
c h i l d r e a d s up to h i s e x p e c ta n c y does n o t i n d i c a t e t h a t
th e t r a n s i t i o n t o t h i s o t h e r c l a s s w i l l o c c u r a u to m a ti
c a l l y . T hrou gho ut th e re m e d ia l r e a d i n g c l a s s tim e t h e r e
59
m ust be p r e p a r a t i o n f o r a s a t i s f a c t o r y a d j u s t m e n t . The
c h i l d m ust b e f u l l y aware t h a t th e change w i l l p r o b a b ly
mean e x t r a e f f o r t on h i s p a r t . Some f u r t h e r c o u n s e l l i n g ,
on th e p a r t of t h e r e m e d ia l r e a d i n g t e a c h e r , may be n e c e s
s a r y i n c o n d i t i o n i n g th e c h i l d f o r th e c h a n g e . The r e
m e d ia l r e a d i n g t e a c h e r s h o u ld a l s o p r e p a r e th e c la s s ro o m
t e a c h e r f o r th e p a r t i c u l a r s t u d e n t . The c h i l d s h o u ld be
e n c o u ra g e d t o se e k h e l p , a f t e r s c h o o l o r a t a c o n v e n ie n t
t im e , fro m th e r e m e d ia l r.ead ing t e a c h e r . Such h e l p , on
th e p a r t o f t h i s t e a c h e r , w i l l p l e a s e th e r e g u l a r t e a c h e r
and make f o r b e t t e r r a p p o r t b e tw ee n a l l c o n c e r n e d . Weak
n e s s e s may be i n d i c a t e d by th e c la s s ro o m t e a c h e r i n o r d e r
t h a t th e r e m e d ia l r e a d i n g t e a c h e r may a s s i s t .
The work m is s e d i n th e r e g u l a r c l a s s may o f t e n be
made up b y t h e s t u d e n t w i t h the a s s i s t a n c e o f t h e rem e
d i a l r e a d i n g t e a c h e r . P l a c i n g a c h i l d i n t o a e la s s ro o m
i n t h e m id d le o f a s e m e s te r i s a b u rd e n f o r b o t h s t u d e n t
and t e a c h e r . W ith a s s i s t a n c e from th e r e m e d ia l r e a d in g
t e a c h e r , th e a d ju s tm e n t may be made w i t h l e s s f r i c t i o n
f o r b o t h c h i l d and t e a c h e r .
The f o llo w - u p o f t h e r e m e d ia l r e a d i n g s t u d e n t
w i l l i n d i c a t e t h e w o rth o f th e program t o t h e a d m i n i s t r a
t i o n and c la s s ro o m t e a c h e r . T h is s h o u ld be done b y th e
r e m e d ia l r e a d i n g t e a c h e r and c o r r e c t i o n s made to th e
program i n o b s e r v a t i o n o f i t . C o o p e ra tio n w i t h th e
6o
a d m i n i s t r a t i o n and o t h e r t e a c h e r s i s v i t a l t o a w o r th
w h i l e , l a s t i n g p rogram . S u g g e s tio n s from b o t h t e a c h e r s
and a d m i n i s t r a t o r s are o f t e n v a l u a b l e i n th e p r o d u c t i o n
o f a s u c c e s s f u l p ro g ram .
The r e s o u r c e f u l r e m e d ia l r e a d i n g t e a c h e r i s co n
s t a n t l y t r y i n g t o im prove th e r e a d i n g p rog ram . The r e
m e d ia l r e a d in g program m ust be f l e x i b l e and a d j u s t i t
s e l f to th e p a r t i c u l a r sc h o o l c o n c e rn e d . I n su c h a way
i t may become more v a l u a b l e and e f f e c t i v e t o a l l con
c e r n e d .
BIBLIOGRAPHY
BIBLIOGRAPHY
A. BOOKS
Adams, F a y , T e a c h in g C h i ld r e n to R ead , New Y ork: R onald
P r e s s , 191+9• 525 PP»
T h is book i s e a s y to r e a d and g i v e s v a l u a b l e su g
g e s t i o n s to th e r e a d i n g t e a c h e r . I t i s w r i t t e n
e s p e c i a l l y f o r th e e le m e n ta r y t e a c h e r ,
B e t t s , E . A ,, F o u n d a tio n s o f R e ad in g I n s t r u c t i o n , New
Y ork: Am erican Book Company, 19l+<57 75>7 p p .
The e n t i r e r e a d i n g f i e l d i s c o v e re d q u i t e w e l l .
T his book i s h i g h l y f a c t u a l and can n o t be r e a d i n
one s i t t i n g . I t would s e r v e as a good b a s i c t e x t .
_________, The P r e v e n t i o n and C o r r e c t i o n of R ead in g D i f f i
c u l t i e s . New Y ork: A m erican Book Company, 193 6 ,
1+02 p p .
T h is book t a k e s up a lm o st e v e ry r e a d i n g d i s a b i l i t y
w e l l and o f f e r s p r a c t i c a l m ethods o f c o r r e c t i o n .
B o th e le m e n ta ry and s e c o n d a r y t e a c h e r w i l l f i n d i t
h e l p f u l .
Bond, Guy L. and Bond, Eva, D e v elo p m en tal R ead in g i n H ig h
S c h o o l . New Y ork: M acm illan Company^ I 9I+I. 363 p p .
The p ro b lem o f d e v e lo p m e n ta l and re m e d ia l r e a d i n g
i n h i g h sc h o o l i s s t a t e d . The s t y l e i s e a s y and
th e m a t e r i a l v a l u a b l e and u s e f u l . Some p r a c t i c a l
s u g g e s t i o n s a re made.
D olch, Edward W illia m , T ea ch in g P rim a ry R e a d in g . Cham
p a ig n , 1 1 1 .: The G a r r a r d P r e s s , 19i+l. l+^o p p .
The b e g in n i n g e le m e n ta ry t e a c h e r can make f u n c t i o n a l
u se o f t h i s book i n th e t e a c h i n g o f r e a d i n g . I t i s
e a s y t o r e a d and i s a good p r a c t i c a l boo k . I t i n
c lu d e s r e a d i n g r e a d i n e s s , r e a d i n g gam es, r e a d i n g e x
p e r i e n c e s , and p h o n i c s ,
_________, A Manual f o r R em edial R e a d in g . Champaign, 1 1 1 .:
The G a r r a r d P r e s s , 191+5* 1+60 p p .
63
The a u th o r sa y s im p o r ta n t t h i n g s i n s im p le , p l a i n
and s t r a i g h t f o r w a r d manner* The l a t t e r p a r t o f th e
book t r e a t s t h e s u b j e c t o f r e a d i n g i n th e u p p e r
g r a d e s and h i g h s c h o o l .
D u r r e l l , D o n a ld , Im provem ent of B a s ic R e a d in g A b i l i t y *
New Y ork: W orld Book Gompany, 19^0^ If07 PP*
A good b a s i c r e f e r e n c e b o o k . Has word games and
s p e c i a l g ra d e d r e f e r e n c e v o c a b u l a r y l i s t t h a t may
be v a l u a b l e t o r e m e d ia l r e a d i n g t e a c h e r s . The
a u th o r g i v e s good s u g g e s t i o n s f o r th e m a in te n a n c e o f
a r e m e d i a l ’ r e a d i n g c l a s s .
P e r n a l d , G race M ..^ R em edial T e c h n iq u e s i n B a s ic S c h o o l
S u b j e c t s . New Y ork: M cGraw-Hill Book Company, 19^4-3 •
3^4-9 PP»
The u se o f the k i n e s t h e t i c m ethod i s e x p la in e d b y th e !
a u t h o r . Any t e a c h e r w i l l f i n d th e d i s c u s s i o n o f th e
p ro b lem s o f e m o tio n a l a d ju s tm e n t of i n t e r e s t .
G a te s , A r th u r I . , The Im provem ent o f R e a d in g . New Y ork:
The M acm illan Gompany, 1935* 6158 p p .
May w e ll b e u se d l a r g e l y a s a b a s i c r e f e r e n c e . Many
o f th e new er books r e f e r to c e r t a i n s e c t i o n s o f t h i s
b o o k .
H a r r i s , A l b e r t , How to I n c r e a s e R eading A b i l i t y . New
Y ork: Longmans G reen and Gompany, 19^-7. 582 p p .
A u t h o r i t a t i v e t r e a t m e n t i s g iv e n t o a l l o f th e r e a d
in g p ro b le m s . Some o f them a r e : A d a p tin g t h e I n d i
v i d u a l D i f f e r e n c e s , D e te rm in in g I n s t r u c t i o n a l Needs
i n R e a d in g , B a s ic P r i n c i p l e s o f R em edial R e a d in g , and
D e v e lo p in g R eading I n t e r e s t s . .
H i l d r e t h , G e r tr u d e , L e a m in g t h e T hree R* s . M in n e a p o lis :
E d u c a t i o n a l P u b l i s h e r s , I n c . , 19^ 4 -6 . $97 p p .
A g r e a t d e a l o f v a l u a b l e i n f o r m a ti o n c o n c e rn in g th e
t h r e e R ’ s i s p r e s e n t e d . C h a p te r I I r e l a t e s p e r s o n a l i t y
f a c t o r s i n r e a d i n g d i s a b i l i t y .
Ju d d , C h a r le s H ., and Guy I . B u s w e ll, S i l e n t R e a d in g : a
S tu d y of I t s V a rio u s T y p e s, S u p p le m e n ta ry E d u c a ti o n a l
Monographs ( C h ic a g o ; I l l ' i n o i s : The U n i v e r s i t y o f
C h icag o , 1922, V o l. 2 3 ), 120 p p .
64
The b e h a v i o r of c h i l d r e n ’ s and a d u l t ’ s eye movements
d i f f e r s i g n i f i c a n t l y w i t h th e k in d o f m a t e r i a l r e a d ,
w i t h i t s d i f f i c u l t y , and w i t h th e p u rp o s e t o be
a c h ie v e d .
K o ttm e y e r, W illia m , Handbook f o r R em edial R e a d in g . S t .
L o u is : W eb ste r Company, 1947• 179 PP»
The p ro b le m of r e a d i n g d i s a b i l i t i e s i s d i s c u s s e d .
V i s u a l a s p e c t s o f t h e s e a re s t r e s s e d .
M cCullough, C o n s ta n c e , S t r a n g , R u th and A rth u r T r a x l e r ,
P roblem s in t h e Im provem ent o f R e a d in g . New Y ork:
M cG raw -H ill Book Company, 194^* i|06 pp.
Recommended a s one o f th e b e s t books w r i t t e n on t h i s
t o p i c i n t h e f i e l d . I t i s w e l l w r i t t e n and seems
a p p l i c a b l e f o r r e a d i n g i n a l l f i e l d s .
Monroe, M a rian , C h ild r e n Who Cannot R ead . C h ic a g o , 111:
The U n i v e r s i t y P r e s s , - 194B^ 205 PP»
The s t y l e o f w r i t i n g i s charm in g i n t h i s b o o k . I t
p r e s e n t s t h e p ro b le m s o f c h i l d r e n who c a n n o t r e a d
and o f f e r s c h a l le n g i n g s o l u t i o n s to them . I t i s
w r i t t e n p r i m a r i l y f o r th e e le m e n ta r y t e a c h e r b u t
se c o n d a ry t e a c h e r s w i l l e n jo y r e a d i n g i t .
R o ss, C. C. , M easurem ent in T oday’ s S c h o o l s ♦ New Y ork:
P r e n t i c e - R a l l , I n c . , 1947* 55>1 PP»
T e s t s and m easurem ents a re t a k e n up t h o r o u g h ly and
c o m p le te ly i n t h i s b o o k . T h e i r u se i n o u r s c h o o ls
to d a y i s s t r e s s e d .
S m ith , N i l a B a n to n , One Hundred Ways o f T ea ch in g S i l e n t
R e a d in g , New Y ork: W orld Book Company, 1 9 2 ^
1 4 9 p p .
The h i s t o r y o f r e a d i n g i n s t r u c t i o n i n th e U n ite d
S t a t e s i s v ie w e d . P r a c t i c a l s u g g e s t i o n s on t e a c h in g
i t e f f e c t i v e l y a re o f f e r e d .
W i t t y , P a u l, and D avid K o p el, R e ad in g and t h e E d u c a ti o n a l
P r o c e s s . New Y ork: Ginn and Company, 1939* 374 PP»
T h is book i s a t r e a t i s e on r e m e d ia l r e a d i n g . I t
t a k e s up th e p ro b lem o f I n t e r e s t I n r e a d i n g q u i t e
w e l l .
65
Witty, Paul, Reading in Modem Education. New York:
Boston: D. C. Heath and Company, 19U-9* 319 PP»
D e v elo p m en tal r e a d i n g p ro g ram s and th e p r e v e n t i o n
o f r e a d i n g r e t a r d a t i o n a re s t r e s s e d . P r a c t i c a l
s u g g e s t i o n s a re o f f e r e d to h e lp th e t e a c h e r d e a l
w i t h r e t a r d e d r e a d e r s a t e v e ry l e v e l . Good s u g g e s
t i o n s and a id s i n u n d e r s t a n d i n g c h i l d r e n a re p r e
s e n te d .
B. CHILDREN'S CATALOGUES
Rue, E l o i s e , S ub.ject In d e x to Books f o r I n t e r m e d i a t e
G r a d e s . Am erican L i b r a r y A s s o c ia tio n ^ 19^-0.
Books a re e a r a l o g u e d b y s u b j e c t . T e a c h e rs w i l l f i n d
v a l u a b l e h e l p h e re f o r l o c a t i n g r e a d i n g m a t e r i a l a t
lo w e r g ra d e l e v e l s . The se le c tio n o f books i s e s p e c i a l
l y good.
W ilso n , C h i l d r e n 's C a ta lo g u e . New Y ork: F irm P u b l i s h e r s .
T h is c a t a l o g u e i n c l u d e s a b o u t lj.,200 t i t l e s , 230 o t h e r
t i t l e s , and 133 s e l e c t e d p a m p h le ts . Many o f th e
books a re p u b l i s h e d i n more th a n one e d i t i o n , and a
num ber o f recommended e d i t i o n s a r e m e n tio n e d . The
s e l e c t i o n i s b a s e d on n o t e s of c h i l d r e n ' s l i b r a r i a n s
and s c h o o l l i b r a r i a n s .
C. PERIODICAL ARTICLES
A nderso n, I r v i n and W a lte r D e a rb o rn , "R e ad in g A b i l i t y as
R e la te d t o C o lle g e A c h ie v e m e n t," J o u r n a l o f P sy ch o lo g y ,
1 1 :3 7 6 -8 7 , A p r i l , 1914.1 .
S i g n i f i c a n t p o s i t i v e c o r r e l a t i o n i s fou nd betw een
a b i l i t y a s m e a su re d by g e n e r a l r e a d i n g t e s t s and
s c h o l a s t i c p r o g r e s s .
A r b u th n o t, May H i l l , " C h ild r e n a n d t h e C om ics," E le m e n ta ry
E n g l i s h , 2 i|:1 7 1 - l8 3 , M arch, 19lj.7.
T e a c h e rs and p a r e n t s s h o u ld n o t f o r b i d c h i l d r e n to
r e a d c o m ics. They s h o u ld t r y to d i r e c t t h e i r r e a d i n g
t o b e t t e r m a t e r i a l .
66
B a rb e , W a l te r , " C o r r e l a t i o n Betw een R e a d in g F a c t o r s and
I . Q . , " S c h o o l and S o c i e t y , 7 5 :1 3 ^ ” 136, March 1, 1952.
The r e s u l t s o f group i n t e l l i g e n c e t e s t s a r e h e a v i l y
i n f l u e n c e d b y th e r e a d i n g a b i l i t y o f p u p i l s talcing
th e t e s t .
D a le , E d g a r, " I s T here a S u b s t i t u t e f o r R e a d in g ? ” News
L e t t e r B u re au o f E d u c a ti o n a l R e s e a r c h , Ohio S t a t e
U n i v e r s i t y , V o l. 10, Columbus, O hio, A p r i l , 19il5«
I t i s n e c e s s a r y t o r e a d w e l l i n o r d e r to g e t a lo n g
i n th e p r e s e n t s o c i e t y . T h is a r t i c l e f i r m l y p r e s e n t s
t h i s p o i n t .
D o lc h , Edward, " P h o n ie s and P o l y s y l l a b l e s , " E le m e n ta ry
E n g l i s h R ev iew , 1 5 : 1 2 0- I 2I 4 ., A p r i l , 1938.
A d e s i r a b l e p h o n ic program i s p r e s e n t e d . I t s h o u ld
be sim p le and grow o u t o f th e c h i l d ’ s n e e d s .
D u r r e l l , D onald D ., "T re n d s i n T ea ch in g R e a d in g ," The
N a t ! o n a l E le m e n ta ry S cho ol P r i n c i p a l , 30 sI(.2— 1 4 . 3 ,
Ju n e , 1951^
An o p t i m i s t i c view of th e t r e n d s i n th e t e a c h i n g of
r e a d i n g i s 0‘f f e r e d .
Eames, T. H ., "The R e l a t i o n s h i p o f R e ad in g and Sp eech
D i f f i c u l t i e s , " The J o u r n a l of E d u c a t i o n a l P s y c h o lo g y ,
l}.l:5l-55» J a n u a r y , 1950.
S peech d i f f i c u l t i e s may v e r y w e l l i n f l u e n c e r e a d i n g .
G a te s , A r th u r I . , "The P la c e o f P h o n e t ic s i n th e R eading
P ro g ra m ," T e a c h e rs S e r v ic e B u l l e t i n on R e a d in g , May,
19^2. V o l. 4 , No. 9 (New Y ork: The M acm illan Co.).
P h o n e tic s i s im p o r ta n t i n th e r e a d i n g pro g ram . I t i s ,
how ever, o n ly one of th e s e v e r a l d e v ic e s i n d e v e lo p
in g e f f e c t i v e word r e c o g n i t i o n .
G ray, W illia m , "How R e s e a r c h Has Expanded Our U n d e rs ta n d
in g o f R e a d in g ," The N a tio n s S c h o o l , 1 j.8 :2 5 -2 7 ,
A u g u st, 1951*
I t i s th e d u ty o f a l l t e a c h e r s a t a l l l e v e l s t o
d e v e lo p i n t h e i r p u p i l s e f f i c i e n c y i n d i f f e r e n t ty p e s
of r e a d i n g .
67
G ra y , W illia m , "How Can th e Poor R e a d e r Be R e sc u e d ? ”
The B u l l e t i n o f th e N a t i o n a l A s s o c i a t i o n of S e c o n d a ry
S c h o o l P r i n c i p a l s , 3'6 J1 3 5 -1|3, A p r i l , 1952.
The p o o r r e a d e r i s i d e n t i f i e d h e r e . P r a c t i c a l ways
o f r e s c u i n g him a re s u g g e s te d .
, "The N a tu re and E x te n t o f th e R ead in g P roblem
i n Am erican E d u c a t i o n , ” E d u c a ti o n a l R e co rd , 11:87-101}.,
J a n u a r y , 1938.
I n s t r u c t i o n i n r e m e d ia l r e a d i n g and d e v e lo p m e n ta l
r e a d i n g i s n e c e s s a r y i n h ig h s c h o o l .
S h e l t o n , W illia m D ., and C a r r i l l o , Law rence, " R e l a t i o n o f
P a r e n t s , Home and C e r t a i n D e v e lo p m e n ta l C h a r a c t e r
i s t i c s t o C h i l d r e n ’ s R eadin g A b i l i t y , " E le m e n ta ry
S c h o o l J o u r n a l , 5 2 :2 6 2 -7 0 , J a n u a r y , 1952.
A l i k i n g f o r s c h o o l and a b i l i t y t o r e a d w i l l o c c u r
t o g e t h e r ; l i k e w i s e , a d i s l i k e f o r sc h o o l and i n a b i l i t y
to r e a d w i l l o e c u r t o g e t h e r .
S m ith , N i l a B a n to n , " H i s t o r i c a l T u rn in g P o i n t s i n th e
T ea ch in g o f R e a d in g ," N a t i o n a l E d u c a ti o n a l A s s o c i a t i o n
B u l l e t i n , i+1:2 7 9 -8 5 , May, 1952.
The h i s t o r y o f r e a d i n g i n s t r u c t i o n i s t r a c e d i n t h i s
a r t i c l e . I t i s e x tr e m e ly n e c e s s a r y t o f i t r e a d i n g
to d a y to th e n eeds o f t o d a y ’ s c h i l d r e n .
, "What About P h o n i c s ." N a t i o n a l E d u c a ti o n a l
A s s o c i a t i on J o u r n a l , 3 5 : 4.8 6 - 8 7, Novem ber, 19^ 8 .
A s i m p l i f i e d m ethod o f t e a c h i n g p h o n ic s i s p r e s e n t e d
h e r e . The a r t i c l e w ould i n t e r e s t b o th e le m e n ta r y and
s e c o n d a ry t e a c h e r s .
_________, "What a re We Going to do About R eading Today?"
The E le m e n ta ry E n g l i s h R eview , 19:2l|.7-256, November,
T % 2 .
C e r t a i n r e q u ir e m e n ts a re n e c e s s a r y f o r an e f f e c t i v e
r e a d i n g p ro g ram . C h i ld r e n do n o t l e a r n t o r e a d b y
c h a n c e .
S n y d e r, A lan , "The P l a s h r e a d e r i n th e R e ad in g L a b o r a t o r y ,"
The E n g lis h J o u r n a l , lj.l: 2 6 9 , M a y , 1952.
D e s i r a b l e r e s u l t s in r e a d i n g may be y i e l d e d by t h e
u se o f th e P l a s h r e a d e r .
68
S t r a n g , R u th , "An I n t e r v i e w w i t h a S t u d e n t H aving R eading
D i f f i c u l t y , ” The E n g li s h J o u r n a l , 25:ij.52-ij.6o, 1936.
Common r e a d i n g d i s a b i l i t i e s a r e v iew ed i n t e r e s t i n g l y
by means o f an i n t e r v i e w . P r a c t i c a l s u g g e s t i o n s f o r
overcom ing them a r e p r e s e n t e d .
Swenby, C l i f f o r d and M. Z i e l s d o r f , "A R e m e d ia l-R e a d in g
Program i n a S e n i o r H igh S c h o o l ,” Schop1 R eview ,
5 9 :3 5 0 -5 7 , S e p te m b e r, 1951.
E f f e c t i v e r e s u l t s o f a re m e d ia l r e a d i n g program a t
Wausau S e n i o r H igh S c h o o l, W ausau, W is c o n s in a re p r e
s e n t e d .
W i t t y , P a u l, "A re C h i ld r e n L e a rn in g t o R ead?” S c h o o l and
S o c i e t y , 7 5 : 2 8 9- 9J+, May 10, 1952.
Through c o m p a ra tiv e s t u d i e s o f academ ic a t t a i n m e n t ,
one l e a r n s t h a t c h i l d r e n a re r e a d i n g b e t t e r to d ay
th a n p r e v i o u s l y .
_______ " Im p ro v in g th e R ead ing o f G i f t e d C h i ld r e n and
Y o u th ," The P a c k e t , 6 : 1 - 1 7 , F e b r u a r y , 1951*
P r a c t i c a l s u g g e s t i o n s a re o f f e r e d f o r th e t e a c h i n g
o f th e g i f t e d c h i l d .
_________, "The T e a c h e r Who H elped Me M o st," E x c e r p ts from
an A r t i c l e .
C h a r a c t e r i s t i c s o f a s u c c e s s f u l t e a c h e r a r e p r e
s e n t e d .
D. UNPUBLISHED MATERIAL
M a th is , R eed, and W agner, "Summary o f P a n e l R e p o rt on
S p e c i f i c T ec h n iq u e s i n .R e a d i n g ." (R e p o rt com p iled
by members o f c l a s s f o r E d u c a tio n 53d, Summer, 1952,
The U n i v e r s i t y of S o u th e rn C a l i f o r n i a . )
A summary o f a r e p o r t on te c h n iq u e s o f r e a d i n g from
e le m e n ta r y g r a d e s th r o u g h h i g h s c h o o l . I t i n c l u d e s
word re c o g n itio n and a n a l y s i s , c o m p re h e n s io n , sp e e d
and i n t e r e s t s .
69
E . PUBLICATIONS OP LEARNED ORGANIZATIONS
B u l l e t i n o f th e C a l i f o r n i a S t a t e D ep artm en t o f E d u c a ti o n .
Im p ro v in g R eading I n s t r u c t i o n i n th e S e c o n d a ry S c h o o l .
S a c ra m e n to : C a l i f o r n i a S t a t e D ep artm en t o f E duca
t i o n , V o l. l 6 , No. 1.
The p ro b lem o f im provem ent o f r e a d in g i n se c o n d a ry
s c h o o ls i s p r e s e n t e d . Many h e l p f u l s u g g e s t i o n s a r e
o f f e r e d f o r I t s s o l u t i o n . T e a c h e rs w i l l be a b l e to
make p r a c t i c a l u s e o f th e r e a d i n g e x e r c i s e s and
a c t i v i t i e s .
N a t i o n a l S o c i e t y f o r th e S tud y o f E d u c a tio n , ’’A p p r a is in g
C e r t a i n A s p e c ts o f S tu d e n t A ch iev em en t, T h i r t y -
S e v e n th Y e a rb o o k , N a t io n a l S o c i e t y f o r th e S tu d y o f
E d u c a t i o n . C h icag o : U n i v e r s i t y o f C hicag o , 1938,
P a r t I .
T h is y e arb o o k c o n t a i n s t h e sev en a s p e c t s of " a p p r e -
c i a t i o n of l i t e r a t u r e ” w h ich a g ro u p o f E n g l i s h
t e a c h e r s were a b le to r e c o g n i z e .
_________, The M easurem ent o f E d u c a ti o n a l P r o d u c t s , S e v e n
t e e n t h Y e a rb o o k , P a r t 11"^ 1 9 1 8 .
The p i o n e e r p e r i o d i n t e s t i n g i s t r e a t e d in some
d e t a i l . D e s c r i p t i o n s o f e x i s t i n g t e s t s w i t h s u g g e s
t i o n s as t o t h e i r u se a r e g i v e n .
, R ead in g i n H igh S c h o o ls and C o l l e g e s , F o r t y -
s e v e n t h Y e a rb o o k , P a r t I I , I 9I4 .8 . 318 p p .
C h a p te rs a re w r i t t e n by l e a d i n g a u t h o r i t i e s i n th e
f i e l d o f r e a d i n g . D e a ls w ith th e r e a d i n g p ro b lem
i n h i g h s c h o o l and c o l l e g e .
_________, ’’The T e a c h in g o f R e a c i n g ,” N a t io n a l S o c i e t y f o r
th e Study o f E d u c a tio n , T h i r t y - S i x t h Y earboo k, P a r t I ,
1 9 3 7 T T 2 2 PP.
C h a p te rs are w r i t t e n b y l e a d i n g a u t h o r i t i e s i n th e
f i e l d o f r e a d i n g . I t i s p r i m a r i l y c o n c e rn e d w i t h t h e
p ro b lem s o f e le m e n ta r y t e a c h e r s . T h is i s th e second
r e p o r t on th e t e a c h i n g o f r e a d i n g .
70
W ieda, E th e ly n , ’’P r o v id in g Maximum O p p o r t u n i t i e s f o r a l l
S tu d e n ts t o Read t h e P r i n t e d Word, Commensurate w ith
T h e i r I n d i v i d u a l C a p a b i l i t i e s , ” C larem o n t C o lle g e
R eading C o n f e r e n c e , S i x t e e n t h Y e a rb o o k , 1 9^1 . p7 105.
An o u t l i n e o f th e Compton U nion High s c h o o l r e a d in g
p rogram i s g i v e n .
W it t y , P a u l , ’’T e l e v i s i o n and E f f e c t i v e E d u c a t i o n , ”
C larem o n t C o lle g e R eading C o n f e r e n c e , S i x t e e n t h Y e a r
b o o k , 19E?1,
The p r e s e n t form s o f e n t e r t a i n m e n t , e . g . , t e l e v i s i o n
and r a d i o , m ust be c h a l le n g e d by e v e n more s t i m u l a t i n g
m a t e r i a l s i n o r d e r t o c h a lle n g e t h e y o u th o f Am erica
to m a i n t a i n an i n t e r e s t i n r e a d i n g .
nlversity of S outhern California Library
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Wagner, Florence Lucile (author)
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Suggestions for a remedial reading program in junior high school.
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