The Effect of Individual Guidance on Maladjusted Children with Respect to Personality Development and Achievement in Reading Page: 64
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periods a week, "before school opened in the morning, at the
school# Some oi the equipment used included a mirror, soap
hu¥bles for the blowing exercises* strong paper "bags, mateh.es,
magazinea, children* s hooka and games, auch as word lotto,
i'he period hegan with the Mowing exercise, followed "by lip
and palate exercises, then "by drill on specific consonants
sounds , "but only one sound to a lesson, and finally "by general
drill games* songs and rhymes. At no other time was there
any attention called to his speech mistakes* He was placed
with other children in a small group to awid frustration,
hut he was not overprotected in any instance*
H was happy at school. He came at seven fifteen to
play with the materials la the classroom* She parents ob-
served hi© quiet, contented reactions there and tried t©
create the same atnospfier© at home. fhe result was that H
did not ask to stay at school in- the afternoon. The emo-
tional maladjustment patterns of "behavior were Abated after-
he was accepted in the hearts of his family* $he personal-
ity difficulties were mitigated, too, when his status as a
child who "belonged in the home was assured. Lack of social
adjustment, which was due to his handicap, was corrected*
He "became a well adjusted member of his group#
II's nervous disorder disappeared whan the father removed "
the cause of the tension, stress, and strain which made K
Post-treatment condition.—fter seven months of guidance
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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. (digital.library.unt.edu/ark:/67531/metadc130212/m1/78/: accessed May 25, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .