Date of Award:

5-1962

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Education

Committee Chair(s)

Gene S. Jacobsen

Committee

Gene S. Jacobsen

Committee

Evelyn L. Wiggins

Committee

Eldon M. Drake

Abstract

As educators have searched continuously for the best method to teach reading, numerous techniques have been advanced. Some of these techniques are comprised of basic elements in reading which are proven and used with much success and security on the part of the teacher. Others are tried, used, made popular for a short time and then are cast aside as in adequate teaching methods.

That learning to read is an individual matter no educator will deny. Nor is it controversial to say that, within each person's generalized reading ability, there exists unevennesses in skills development. Nor does anyone question that within a given classroom there will be a wide range of abilities in reading, and that the older the group of children, the wider the range. While other general agreements might be noted, these seem to be sufficient to point up the fact that whatever the sequence of learning activities provided for children, whatever the time allotments, whatever the reading materials and aids provided, whatever the methods employed, learning to read is and will continue to be, individually achieved. Every reader will always differ, in use of skills, in general ability, in preference and taste, in interpretation of the printed page, from all others. A reader is always alone in his reading.

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