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Excerpt from The Improvement of Reading: A Program of Diagnostic and Remedial Methods
Throughout the book, major emphasis has been placed upon the diagnostic significance of all test results and every effort has been made to connect diagnosis with detailed directions for remedial measures. For the large amount of space devoted to illustration and explanation of remedial materials and methods, no apology need be offered.
This treatment of diagnosis and remedial methods in reading has been written for use by two groups of workers. In the first group are included teachers, principals, supervisors, and other members of the staff of instructors. The second class comprises psychologists, psychological examiners in schools and other institutions, and other experts in educational and psychological measurement and diagnosis.
School teachers and supervisors can readily master and put into effect all the directions and suggestions contained in Parts I, II, and III. These sections deal with the milder cases of difficulty in reading. The more elaborate types of examinations are described in Part IV. Although technical knowledge and skill is required to use the instruments adequately and to con duct the examinations described in the last section, teachers should nevertheless become familiar with this section, in order that they may learn how the more detailed diagnoses are made, what the underlying theories are, and what the purposes and types of the remedial work are likely to be. Able teachers can understand everything in this section without actually learning to conduct the; tests. Such an understanding will greatly facilitate putting into effect the remedial measures which may be suggested by the technical examiner.
The psychological or educational diagnostician should read the whole book, even though the Simpler examinations and remedial procedures are to be left in the hands of teachers. To understand fully the principles underlying Part IV, it will be necessary to study the earlier sections.
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