ABSTRACT

Part 2 presents summaries of practical activities observed in the project schools. No claim is made for their absolute quality or success: merely that they derive from the best practice observed. In one sense, the sections that follow are separate from the discussions of reading curricula in Part 1, for they may be helpful to teachers of pupils with reading difficulties who have followed any reading curriculum or none at all. In another sense the sections are related to Part 1: motor-perceptual activities and audio-phonic activities, for instance, are both concerned with readiness for reading, but at the same time overlap the discussion of corrective techniques and remedial programmes. Audio-visual methods discussed have much to contribute to corrective and remedial teaching. The advisory services have contributed much to the discussion of techniques in Part 2, but most see the development of reading curricula of quality in the schools as perhaps the most important part of their work.