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The teaching of reading in New Zealand special classes

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posted on 13.12.2021, 02:07 by Irwin, Marie Mildred
All too frequently the standard work on reading disability dismisses the problem of the slow-learning child in a few lines. Few authorities on reading have attempted to trace, systematically, the implications of their reading research for the child of low intelligence. As a teacher of special class children I feel that one is only free to experiment with the practical and social aspects of special education when a systematic programme, adapted to the needs of low intelligence children, has minimised the difficulties of academic instruction.


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Date of Award



Victoria University of Wellington - Te Herenga Waka

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Degree Grantor

Victoria University of Wellington - Te Herenga Waka

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Master of Arts

Victoria University of Wellington Unit

Faculty of Education / Te Whānau o Ako Pai

Victoria University of Wellington Item Type

Awarded Research Masters Thesis



Victoria University of Wellington School

School of Education / Te Puna Akopai