An increasing interest has been evident during the past several decades in the problem of the normal, slow learning child in education. While educators have been more concerned with the problem during recent years, due in part to the increase in knowledge of the nature and extent of individual differences, there has been much disagreement and uncertainty regarding the actual extent and seriousness of the problem in the schools. Differences of opinion have also existed regarding the value of the more common methods which could be used in attempting a solution of the problem. This study undertakes to more clearly define the problem in terms of actual practice, to indicate its probable scope, and to reveal some of the means used by certain school systems of California in striving to more adequately serve the children involved through the medium of remedial instruction.

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published_or_final_version / Education / Doctoral / Doctor of Philosophy