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Today we are teaching all of the children of all of the people. The less selective the school enrollment, the greater the number of deficiencies found among the student body. The enriched curriculum requires a knowledge of reading skills far greater in difficulty than those required to master the "reader" of twenty years ago. Social promotion sends into the secondary schools many students who have failed in one field or another. In a surprisingly large number of school systems, guidance in the teaching of reading ceases at the completion of the sixth grade; in all too many systems it is discontinued at the end of the third grade. The rapid social change from a quiet agricultural community to a confusing whirl of industrial living forces new demands on young people today. The greatly increased amount of readin0- materials requires a broader knowledge of reading skills and a keener insight for interpretation than ever before.

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