Intervention in School and Clinic

A review of some teaching methods and practice techniques useful for both the remedial and classroom teacher. The article includes suggestions for exercises to develop visual-motor skills; materials; varied alphabet forms; progressive writing practice, and the development of good work habits.

Questions concerning reading and reading disability are answered in each issue by Frances B. DeWitt. Send your question to her, care of Academic Therapy Quarterly.

This article reports two research studies which did not confirm the central concept of the theory of neurological organization advanced by Carl Delacato

Two suggestions for a change of pace in primary arithmetic

A discussion of the role of anxiety as a causal factor of depressed achievement in children with socially acceptable behavior

Adequate sensory-motor apparatus, benevolent environment, motility and manipulation (the "M & M's" of growth) are the essentials for learning. Visual development and reading disabilities are discussed. Some suggestions applicable to the classroom are given.

This study suggests, based upon errors which increase, decrease or persist, that more attention to oral reading is needed in the curriculum at all grade levels

The Joplin, Missouri plan of grouping intermediate grade children into reading level classes is generally approved by Joplin teachers, since pupils are placed at a level where they can succeed. Teachers anticipating the use of the plan should investigate both the advantages and limitations of it.

An explanation for reading therapists and classroom teachers on the use of the Neurological Impress Method

We propose, in this series, to discuss some of the methods we have found helpful in our teaching of Developmental Reading at the secondary level. The series will examine, in some detail, a coordinated, structured program consisting of testing, conferencing, reading and study skills for the advanced student.

A structured program to assist the student in developing a more normal, habitual response with stress periods