Date of Award
10-1-1971
Document Type
Thesis
Degree Name
Specialist in Education (Ed.S.)
Department
Educational Leadership
Abstract
Reading is the single most important subject that a child learns at school. It is the base on which much of his success or failure in school is built. The National Council of Teachers of English estimates that four million elementary school pupils have reading disabilities. In many instances we do not have effective reading programs in junior high school and many high school graduates score from one to two years below grade level in reading when they enter college. It has become necessary to establish remedial reading instruction, beginning with second grade, and to continue it through high school and college. The root of the trouble seems to be anchored in first grade. Most of the failures of the primary grades are attributed to the inability to read adequately.
Recommended Citation
Johnson, Rodney O., "A Comparative Study of the Reading Achievement Between Two Approaches to Primary Reading Instruction--the Initial Teaching Alphabet and the Traditional Orthography" (1971). Student Work. 2446.
https://digitalcommons.unomaha.edu/studentwork/2446
Comments
A Field Study Presented to the Faculty of Graduate College University of Nebraska at Omaha In Partial Fulfillment of the Requirements for the Degree Specialist in Education. Copyright Rodney O. Johnson October, 1971