A Comparative Experimental Study of an Intensive \u3cem\u3eVersus\u3c/em\u3e an Extensive Approach to a Developmental Reading Program

Recent investigations show that many children reach the junior high school level unable to engage successfully in required reading activities. That this situation exists in spite of the fact that good initial teaching has been done has led educators to a realization of the unique problems facing the lower intermediate grade teacher. To insure a dynamic and continuing reading improvement program throughout the middle grades, there is need to center attention on the transitional stage between the primary and intermediate levels and thus to discover adequate measures to procure a continuation of growth in those basic skills so essential to the more complex reading demands of the middle grades