Abstract
About three out of four children can learn to read with ease, probably by any method. About three out of four retarded readers will learn to read well if presented with modifications of current teaching methods and if given enough time and protection from emotional stress. The remainder represent the effects of auditory defects, cerebral damage or emotional disturbances, and require very special attention. Ocular defects are only a contributory factor and do not initiate the reading difficulty. Early recognition is essential, and a varied and flexible remedial approach an absolute necessity.
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