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Early in the 1973 school year, original research was conducted in a New England public school concerning the relationship between reading deficiency and disciplinary problems. A description of the research design and the results of the project were published in the Journal of the New England Reading Association. Since that time further studies have been conducted using a more sophisticated research plan and an expanded statistical analysis of the results. Even more significant than the continued research in the relationship between reading and behavior is longitudinal aspects of the study; the students that participated in the original 1973 study are now eligible for high school graduation. The follow-up on their progress is significant in light of the work done to remediate their learning deficiency and help them become better adjusted to school.

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