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By Emmet Albert Betts, Director of Teacher Education, State Normal School, Oswego, N. Y. Pp. 402, with a number of photographs of apparatus and appliances. Evanston, Ill.: Row, Peterson & Company, 1936.

Ward A. Holden, Reviewer

Arch Ophthal. 1936;16(3):544.

	Since this article does not have an abstract, we have provided the first 150 words of the full text PDF and any section headings.

This book, dedicated to misunderstood children and addressed to teachers, takes into account the extensive recent periodical literature on difficulty in reading but seems in the main to stem from two books: "The Psychology of Reading and Spelling," by Gates, published in 1922, and "The Psychology and Pedagogy of Reading," by Huey, published in 1924. The latter is known to the reviewer as an instructive treatise containing the results of much personal research.

The child retarded in reading may be of low intelligence generally, or he may have specific learning disability in reading, while ranking high in mathematics and kindred studies. From 8 to 15 per cent of the school population presents evidences of specific reading disability. Usually there exists a complex of difficulties, emotional, physical and pedagogic, any of which might be tolerated alone. With the determination of the causes of his difficulties and their correction, as . . . [Full Text PDF of this Article]

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