The Effect of Individual Guidance on Maladjusted Children with Respect to Personality Development and Achievement in Reading Page: 118
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118
inferior on all components except information* fhe total
score indicates that he is likely to succeed in the first
grade if a careful study of Mb strength and weaknesses is
made and his instruction is planned accordingly#
A*© poor health, which results in repeated day® away
from school, and his personality maladjustment due to ho®#
conditions caused him to "be in a constant state ©f dressiness,
inattention, and look of interest in any school activity.
He does not dislike reading,, hut toes try t® escape any type
of school activity. In reading silently* when stories are
"being read, or when children are reading orally, he stares
at the page or into open space* fthea he reads he depends upon
others to supply most of the words in the reading*
Physical attention aud personality guidance were given "
A* After many adjustments rapport was established in the
home which gave A that feeling of security that he needed for
a wholesome attitude toward school and reading* In the
school A was given a wide background of experiences, A pro-
gram of activities that included language activities* play*
lag games*- working with tools* construction work, examining
hooks* and visual aids was used to develop accurate concepts.
To create interest in reading# part of the story would he
read to him, then the reader would he called sway. He would
finish the story himself. A group of his playmates came to
the room early to look at hooks and read* They persuaded
him to come# He ©ante, tf* like the pre-sehool period so much
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Leith, Beulah Thornton. The Effect of Individual Guidance on Maladjusted Children with Respect to Personality Development and Achievement in Reading, thesis, 1950; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc130212/m1/132/: accessed April 25, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .