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During the past decade research in reading has proliferated. An awareness of the complexity of the problems involved in the teaching of reading has resulted in a tremendous growth in the size of projects through the United States Office of Education, and in greater participation of several disciplines in individual projects, and by the emergence of such new sciences as psycho-linguistics and socio-linguistics. From fiscal year 1957 through 1968, the U. S. Office of Education's Bureau of Research has supported almost 200 reading research projects, for which over ten million dollars have been obligated.

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