Remedial Cases in Reading: Their Diagnosis and Treatment (Classic Reprint)by William Scott Gray
Two years ago it was found necessary for a fourth-grade boy to discontinue regular school work because of inability to read. His deficiency was so marked that his father feared for a time he would have to give up school work altogether. In the study which was made of his case it was found that
Excerpt from Remedial Cases in Reading: Their Diagnosis and Treatment
Two years ago it was found necessary for a fourth-grade boy to discontinue regular school work because of inability to read. His deficiency was so marked that his father feared for a time he would have to give up school work altogether. In the study which was made of his case it was found that he had never learned to move his eyes with speed and accuracy from the end of one line to the beginning of the next. Furthermore, he did not move his eyes regularly from left to right along the printed lines. At times the first fixation was near the end of the line; frequently it was near the middle; and sometimes it was near the beginning. The remaining fixations were irregular and followed no definite order.
Drill exercises which differed from ordinary printed material in two respects were prepared for use in establishing effective eye-movements. The lines were typewritten an inch apart to aid in developing accurate return sweeps from the end of one line to the beginning of the next. In order to develop regular movements of the eyes from left to right along the lines, three sets of exercises were prepared in which the spacings between words were wider than in ordinary print. In the first exercises, unrelated words were typewritten five letter-spaces apart. The boy was required to read these words in regular order for five minutes each day. After considerable progress had been made in the fluent recognition of unrelated words, a simple story was typewritten with five letter-spaces between words. After completing ten exercises of this type the words were grouped in thought units which were separated by five letter-spaces. Finally stories were read from books during the drill periods. The fluency and accuracy with which he soon read indicated that the graded exercises and the constructive suggestions which accompanied them had eliminated at least two of his major difficulties. Other problems, such as increasing the span of recognition and the development of independence in the recognition of words, were then undertaken. At the end of four months the boy was permitted to resume regular work with his class. One year later he was carrying fifth-grade work very successfully.
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