| Summary |
The purpose of this study was to determine if the East Carolina College Reading Laboratory method, which was devised by Dr. Keith D. Holmes for individual or clinical instruction, could, with modifications, be used effectively to teach a group of retarded readers in a classroom situation. Procedure: The pursuit of this investigation involved the following steps: (1) selection of those children with the greatest need for remedial instruction, (2) diagnosing the reading difficulties of this particular group, (3) applying remedial measures with particular emphasis on the Holmes Visual-Phonic technique, and (4) testing and evaluating the results. Conclusions: After seven months of instruction the following con- elusions were reached: (1) All pupils had made a substantial gain on the basis of extensive and varied testing. (2) An objective comparison of reading progress with average, above average, and superior reading groups, disclosed that the study group ranked in the upper quartile. (3) Word-attack skills and spelling were significantly improved. (4) Children were receptive to this method when the program and materials were geared to their needs and interests. (5) Effective grouping tended to compensate fear a disproportionate amount of individual instruction. |
