Abstract:
The problem of working out a practical method of dealing with the various reading disabilities of school pupils has for sometime now received close attention by research workers with the result that a rather bewildering variety of theories and remedial techniques have been advanced. Consequently there has arisen a need for a critical evaluation of these theories and techniques in order that the confusion so caused may be clarified. It was one of the aims of this thesis to consider these various approaches, explaining them and showing in what manner they are related. This has been done, by exhibiting the variety of approaches, and by demonstrating certain general principles which, as they under-lie all thinking in the field, offer the best means of cutting a way through the confusion.
This aim is carried into effect in Section A which is divided into two parts. In Part I a presentation is made of a number of diverse view points, each of a unique nature. Here the intention is to show the great variety of approaches that exists in the field. At the same time these approaches are sorted into three groups according to certain characteristic features which each member of these groups has in common.
In Part 2 these underlying differences of approach are shown in a clearer light by demonstrating their relationship to certain points of controversy within the field. These points of controversy represent some of the major problems over which the various theorists differ. In this manner it is easy to bring into clear view those underlying differences of approach. These diverging approaches offer the best means of understanding the sources of confusion.
