ABSTRACT
If a child is unable to profit by reading instruction in the first grade, and comes to the end of the first or second year with little or no improvement in reading, it retards his progress so seriously as to place him in the position of the very backward child. Even though he begins to read slowly in the second year, he is often greatly retarded because of the early delay in learning to read. He is also liable to make errors in writing, to misspell, mispronounce, misread and stumble even after he has mastered the elementary reading process sufficiently to do oral reading. Here it would seem that the most profitable method, educationally, would be to find out in which of the sensory realms the child is most responsive, and then to attempt to build up associations between the weaker types of imagery and those which are more vivid in his case. 1
