Date of Award
6-1957
Document Type
Thesis
Degree Name
Master of Science
Degree Discipline
Education
Abstract
Despite the quantity of experienced data, the wealth of ingenious teaching devices, the range of interesting children's reading materials, and the large amount of school time available for teaching reading, a surprisingly large number of pupils still experience difficulty in acquiring satisfactory reading skills. We are driven to ask: "Why are defects and deficiencies in reading so numerous? Why should a subject as important and as often studied be so difficult to teach and learn? Why do we find so many pupils, some of superior intelligence in the very best of schools and under exceptionally able teachers, failing to learn to read satisfactorily?"
Considerating the well established fact that the method of teaching reading is a highly controversial issue in our society today, we are prone to ask these questions: (1) Do our children read effectively? (2) What are the generally accepted methods of teaching reading?
This study has been limited to making an analysis or the writings of Fay Adams, Emmett A. Betts, Guy L. Bond, M. E. Broom, Edward W. Dolch, Rudolf Flesch, Arthur I. Gates, Albert J. Harris, Paul McKee, and Paul Witty. These persons have served on the faculties of some of the leading colleges and universities in the United States. Their professional careers have been associated with the techniques and methods of teaching reading.
Committee Chair/Advisor
J. W. Echols
Publisher
Prairie View A&M College
Rights
© 2021 Prairie View A & M University
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Date of Digitization
2-22-2022
Contributing Institution
John B Coleman Library
City of Publication
Prairie View
MIME Type
Application/PDF
Recommended Citation
Clewis, A. G. (1957). An Interpretative Analysis of the Writings of Certain Authorities on the Teaching of Reading. Retrieved from https://digitalcommons.pvamu.edu/pvamu-theses/1204