ABSTRACT
The plight of a child who cannot read by the time he reaches the secondary school is a pitiable one and his subsequent achievements there are likely to be very meagre indeed, unless he can be helped to overcome this major difficulty. The result of lack of reading ability, at this stage, is that the child may become a passenger for most of the lessons during the day. Practically every lesson entails some reading or some writing. The most effective is to allow time for reading periods when small groups of children or even individuals can regularly be given remedial lessons which aim to bring their reading to the standard which they are capable of attaining. In remedial reading, of course, impressions are not enough, and the work must be based on careful analysis of the child and of the reading.
