Qualifications for Teachers of Remedial Reading

Abstract

IN 1951 the president of the National Association for Remedial Teaching appointed a committee to study the preparation of remedial teachers.1 As a pilot study, the committee decided to focus on qualifications of teachers of remedial reading. The techniques developed may be adapted to the study of preparation for remedial teachers of other subjects. The first step was to list areas of three types: (1) those which would constitute a general background; (2) understanding, skills, and techniques which might be needed for diagnosis and remedial therapy; and (3) the kinds of experiences needed by remedial teachers. Each of these areas was then described in operational and functional statements. When the preliminary form of a questionnaire had been refined by the committee, it was submitted to eight authorities in remedial reading. rhey were asked to evaluate each statement critically and to add others so as to provide as complete a choice as possible. The questionnaire was revised to include the suggestions of the specialists. The final form of the lengthy questionnaire permitted respondents to select and check items, as well as to write in additions. A copy of the questionnaire was mailed to each of the 683 members of the National Association for Remedial Teaching. The covering letter asked each respondent to mark the course, understanding, or experience which he has had, or those that he feels he should have had, as a part of his training. The questionnaires were returned by 109