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In examining clinical reading records, one is struck with a number of learners whose problems relate in some way to a sight vocabulary deficit. The gravity of this can only be fully apprehended when one recognizes that a child with a sight vocabulary problem is not "just another reading problem." His is a limiting problem-a problem, which if uncorrected, stands the strong risk not only of crippling his total reading growth but, indeed, crippling his self-concept as a learner.

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