Publication Date


Document Type


First Advisor

Miller, Carroll H. (Carroll Hiram), 1907-||Weigel, George D.

Degree Name

M.S. (Master of Science)

Legacy Department

Department of Guidance and Counseling


Reading--Remedial teaching


Problem: This study was designed to (a) investigate differences in relationship of the progress of the individuals reading ability to a vocational choice; (b) to determine whether the LARK method of reading is a more effective tool for boys in a training school than the traditional reading method. Methods and Procedures: Subjects: The original list contained the names of 150 subjects to be interviewed. Eighty were designated as eligible and feasible to begin training. The initial evaluation was made by the writer. A complete evaluation was done on 80 of the 150 boys referred by the Registrar. Sixty were assigned at random to either the control or experimental group. Procedure: For four months, December, 1966 through April, 1967, the subjects attended the training course five days a week for one hour daily. The control group was taught reading by the traditional method. The experimental group was taught reading by the Literacy for Adults and Related Knowledge method, using teaching charts, pin-up words, and families of words. Results: Improvement in personal appearance, motivation, outlook on life, and self-confidence was remarkable. The majority of the subjects made measurable improvement in reading on both the Wide Range Achievement test and Stanford Achievement test grade reading equivalency. Conclusions: From the results and observations of this pilot study the following conclusions are drawn: 1. It is possible to help functionally illiterate delinquents who may be mildly mentally retarded to achieve definite reading gains with a well organized program of evaluation, training, and counseling. 2. Measurable results can be obtained through small group instruction when provision is made meeting certain individual needs. 3. Positive changes on the part of the illiterate delinquent trainees can be expected in the areas of appearance, attitudes, and social relations. 4. The literature suggests that the Instructor be a literacy training specialist. 5. Further studies are needed to validate and extend the current findings.


Includes bibliographical references.


vii, 39 pages




Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type