Abstract
Teachers selected 96 grade school boys with reading disabilities. Subjects were of normal intelligence but were reading below expectations. Three groups matched for age, grade placement, intelligence, and socioeconomic background were generated. One group received a Title I summer remedial reading program; the second a recreational program; the third served as untreated controls. At the end of the summer program no group demonstrated significant gains in reading proficiency. After a one year period all groups showed significant and predictable reading progress. There were wide variations in intragroup gains. However, the summer reading group failed to demonstrate a significant difference in its rate of improvement when compared to similar progress made in the recreational and control groups. Further investigations of reading programs using appropriate control groups are emphasized.
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