The major purpose of this study was to determine the causes for reading difficulties of a group of fifth-grade children. On this study much emphasis was placed on selecting, preparing and applying appropriate remedial measures, and to ascertain the character and the amount of improvement in reading. In this particular study much emphasis was placed on the various methods used in teaching mass remedial reading.

This study examined differential effects of two methods of teaching selected reading skills, scanning, skimming and finding main ideas, on 28 high school graduates who were to enroll in a four-year institution of higher education in the coming fall. In addition, the attitudes of the students were monitored for change. The classroom climate was evaluated for qualitative differences between methods. One method, pluralistic, included extensive teacher-student interaction during lessons. Lesson content was delivered using a wide range of instructional strategies and materials. The alternate method, worktext, included a structured, systematic workbook. After a brief introduction, lessons were primarily conducted through independent workbook activities, keeping student-teacher interaction at a minimum. No significant differences were found for performance between instructional groups on the selected reading skills. While no group differences were apparent for attitude shifts, there were clearly positive changes in attitude for the entire sample towards reading instruction and the participants’ personal reading ability. Systematic observation of teacher's style indicated that a pupil-centered classroom climate was evident in both classrooms. Implications were drawn regarding future instructional programming for underprepared college-bound students. / Ed. D.

"In this study an experiment was conducted to determine the effectiveness of the S.R.A. Reading Laboratory as compared with other instructional materials used in remedial reading classes for tenth grade pupils at Hillsborough High School, Tampa, Florida, in the school year 1957-58. The S.R.A. Reading Laboratory is a kit of reading materials designed to help pupils improve in reading skills by providing highly interesting factual prose selections of varying degrees of difficulty. Essence of the Reading Laboratory plan is provision for each pupil to read selections of the right degree of difficulty for him. Suitable comprehension and word-study exercises follow each reading activity. Pupils check and evaluate their own work and keep a graphic record of their progress in individual student record books. Each pupil advances to a higher reading level when he is ready"--Introduction. / Typescript. / "August, 1958." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Dwight L. Burton, Professor Directing Paper. / Includes bibliographical references.

The purpose of this study was to identify reading achievement of pupils assigned to the reading clinic and analyze and compare this achievement by grade levels with levels of intelligence. More specifically, the investigation attempted to determine: 1. The grade level at which the reading clinic was most effective; 2. The intelligence level at which the reading clinic was most effective; 3. The statistical significance of the variation in group intelligence test IQ's; and 4. The correlation between group intelligence test IQ's and total reading achievement.

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Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1987. / Bibliography: leaves 133-143. / Photocopy. / xii, 143 leaves ill. 29 cm

Research paper (M.A.)--Cardinal Stritch College--Milwaukee, 1968. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references.