Document Type

Thesis - Open Access

Award Date

1967

Degree Name

Master of Science (MS)

Department / School

Education

Abstract

Incomplete neurological development as a root of reading problems is a concept that could revolutionize our system of education. It could guide us to treating the “disease” rather than the symptoms. It could save us much “beating of the air” in our use of methods. It could modify our demands that learning take place in developmental infancy. At least, that is the theory of Dr. Carl H. Delacato2 and his associates in their Developmental Reading Program at Chestnut Hill Academy in Philadelphia, Pennsylvania. Their motivation stems from the conviction that “reading problems need not exist at all because they can be successfully prevented.”3 The Delacato system is not a teaching method. It is an attempt to aid the individual to achieve organizations of the central nervous system so that he will be able to function in such a way as to realize his potential. The purpose of this study of the Delacato theory was to consider its usability as a deterrent or remedial tool in meeting the needs of a group of school children who are learning to read.

Library of Congress Subject Headings

Reading (Elementary)

Format

application/pdf

Publisher

South Dakota State University

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