Myths in Remedial Education

Abstract

Research in remedial reading which utilized control groups consistently has demonstrated two outcomes: (1) tested reading achievement is significantly higher in the group which received remediation than in the control group at the completion of the remedial period; and (2) follow-up studies almost invariably demonstrate that the beneficial effect of this remediation “washes out” in a relatively short time after terminating remedial reading. Despite this depressing information, remedial programs and experimental programs continue to flourish. The “myth” — that remedial reading works — is analyzed in this paper by examining its supporting rationalizations and the other factors that help keep it alive. A plea is made for reallocation of priorities for the education of children with learning difficulties.