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124
skill, but also to encourage the child to adopt a new attitude towards
his past failure. In every case this new determination to succeed
was evident before the lessons were discontinued, and more confidence
was shown. In every case the actual reading or arithmetic
age improved also.
Two student psychologists have worked in the area for a time
during the year under the supervision of the Educational Psychologist.
In the summer a survey was made in one Infant School of the
reading ability of the whole group who were due to transfer to the
Junior School after the summer holiday. Such surveys may help
to throw some light ou the problems of reading failure in the later
stages of education.
During the Autumn Term preparations were made in Leyton
to begin some special remedial teaching of reading in the schools
for children of average or above average intelligence who were two
or more years retarded in reading. This entailed an increase in the
number of Junior children seen by the Psychologist. The plan
was to confine the remedial teaching at first to children of 9 and
10 years of age. Two retired teachers are being employed for this
special work, and each of them is taking groups of 6 children at
a time for an hour to an hour and a half's lesson twice a week.
At present the experiment is being confined to only four of the
Primary Schools, and the total number of children receiving this
remedial teaching is 48.