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There were 23 children or 11% of those whose progress was fully recorded who made
only half a yearns gain in reading age although they had between 6-12 months extra help.
Of these there were five who hardly made any progress at all and the psychologist is
following them up in school during the present session. Against this must be set the
82 or 41% who made more than a year's gain in reading age although some of them had
less than a year's extra help. Of these 23 or 11% mademorethan 2-years gain. Both the
Head Teachers and the remedial teachers feel that these results well justified the
scheme as a whole and for some of the children the extra individual help made a turning
point in their lives. Unfortunately, there are still some children we have been unable
to help, either because of their intellectual limitations or their emotional disturbances.
The remedial reading scheme in the Junior School cannot eradicate the problem
of the poor reader in the Secondary School, although we believe that it has made a
considerable contribution.
All the remedial teachers have worked with their customary persistence and
enthusiasm. One teacher who takes the groups in three schools was ill during the year
and there was a gap of several weeks before a substitute could be found. This certainly
interfered with the progress of some children. In the majority of cases progress is
good, but not spectacular and it is no use beginning remedial teaching and then giving
it up before the child is able to go on alone. This means that the turnover in some
groups is rather slow and hence other children cannot be included. Children now know
about the scheme and come and ask if they can go to the "reading teacher" for extra
help. When one boy of nine was brought from his class and told he could go to the
special room for extra reading lessons, he jumped up and down and said "Oh, goody - I've
been hoping for this."
A great deal of research into causes of reading failure is being done both here
and in other countries and there is a good body of knowledge about special weaknesses
and other methods to overcome them. The crux of the problem with children of eight and
over is, however, one of motivation - how to get them to go on trying when the task
is so complex and when they cannot achieve a quick result. It is in this situation that
the individual relationship with a teacher is the only way to carry the child through
to success and this relationship cannot be formed in a day nor broken off without due
preparation. The teachers find that the child's need for them gradually eases off as
success is achieved.
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