ABSTRACT
It has been emphasised in the previous chapter, on diagnosis, that any programme for remedial readers must be highly individualised. This will depend on the specific difficulties and the general level of operation of each child in the reading group, not to mention the variations of personality and attitudes. (It would seem futile, for example, to rigorously insist that a child who has long been unable to learn a series of flashcards and has built up a negative attitude towards doing so, should be daily forced to attempt this task. This is merely reinforcing failure.) It has also been pointed out that diagnosis must be continuous, preferably not just at the level of regular testing, but rather by sensitive and acute observation by the teacher of the degree of competence and level of attainment of each child.
