In September 1951 a program of Remedial Reading was established in the elementary schools of Roselle, N.J. This study, describes the initiation of this program, its development and its operation during the past six years.;Each of these areas of instruction is explored and information regarding books, workbooks, devices, games and supplementary material used in Roselle is given for each area.;The thesis contains portions which make it useful as a handbook for those teachers who are interested in doing remedial work. (Abstract shortened by UMI.).;A survey of the individual reading files kept in the department reveal interesting and pertinent data which was tabulated and is presented in six graphs, namely: Graph I---Sex of Pupils; Graph II---Grade at Entrance to Program; Graph III---Entering Reading Grade; Graph IV---Entering Remedial Reading Level; Graph V---Years of Help; Graph VI---Intelligence Quotients. Findings disclosed by these statistics show that the reading disabilities divide themselves into three groups: (1) Those pupils in need of Beginning Reading aid. (2) The children who needed Word Analysis help. (3) Pupils entering the program in need of Comprehension, Speed or Study Skills.
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