CHILDREN RECEIVING REMEDIAL TEACHING IN READING

Publisher Website
Google Scholar
Abstract
Over 1,200 children receiving remedial teaching in reading were studied on ten main variables: IQ, chronological age, mental age, initial reading age, reading age after treatment, treatment length, number of attendances, percentage attendance, size of teaching group, and improvement. Sex distribution and laterality patterns were also examined. The findings of many previous smaller studies were in general borne out. In particular, little relationship was found between lateral dominance and reading disability or between intelligence as measured and reading improvement. Only when groups contained more than six children did group size affect progress adversely. Further studies are in hand.