Abstract

The study covered a period of four months, January through April. A group of thirty-six third-grade children at the University of Georgia Elementary School participated in the study. In November, 1951, they were given the California Test of Mental Maturity, the Metropolitan Achievement Test, the Durrell-Sullivan Reading Capacity Test, and the Durrell-Sullivan Reading Achievement Test, Form A. The standardized tests, other information collected by the school, routine health checks, and observations of the teacher and investigator furnished data for a better understand-

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