Abstract
The purpose of this study was to ascertain the effectiveness of the i.t.a. reading program for children with auditory perceptual disturbances. The children studied were ten boys who were administered a specific, structured reading program. The Gray Oral Reading Test was employed both prior to and following completion of the program in order to measure reading improvement. Results of this investigation revealed that the ten children were reading significantly better at the conclusion of the forty-week program. Implications of the results are discussed.
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