Practical Measures for Improving the Program of Reading Instruction

Abstract

READING instruction is a popular pedagogical topic these days. Much has been said and written about it. It creeps into the discussion of almost any group of educators whatever the purpose of the meeting may be. Publishers are offering new books for the remedial-reading program. Clinicians are devising intricate apparatus and procedures for dealing with anything and everything directly or indirectly connected with reading instruction. One can get attention offhand by bringing in the reading question when assembled with the brethren. Everybody is doing something about reading or, at least, is trying to create the impression of doing something. Various mechanical gadgets are purchased, tests galore are administered, surveys are made, and special teachers are set upon the trail of the pupil whose reading is not up to some determined mark. It is not the purpose of this article to belittle the efforts of able and earnest clinicians, psychologists, research workers, teachers, and administrators who have made distinct and worth-while contribu-