Backwardness in the basic subjects / by Fred. J. Schonell.

  • Schonell, F. J. (Fred Joyce)
Date:
[1942]
Catalogue details

Licence: In copyright

Credit: Backwardness in the basic subjects / by Fred. J. Schonell. Source: Wellcome Collection.

    11/592 page 7
    sentative of a school population of approximately 15,000 pupils mainly in London schools, but also in schools of contiguous authorities, and more recently i in schools 1 in and around Nottingham. Examination of the problems connected with disability in reading, spelling and English was conducted with reference mainly to backward children of average or above- average intelligence. Although the survey did include a few dull children, the aim was to select cases of specific backwardness in as pure a form as possible (unobscured, that is, by the additional intellectual and emotional handicaps of innate dullness), and so ensure the utmost validity in the findings. The diagnostic tests and remedial methods employed apply, however, with but slight modification equally well to backward children of both normal and subnormal intelligence. Throughout the text the emphasis is laid on practical procedures. In other words, I have tried to provide methods of helping children who may be backward in those subjects so essential to later school progress and to efficiency in everyday life. At the same time the material is condi- psychology should find in many of the sections of the book much that will interest him in regard to the mental | processes of elementary-school children. Statistical methods, though used extensively throughout the active investigation, have been sparingly introduced into the text. Whenever possible, case studies have been included to clarify character- - istics either of concrete types or of individual difficulties. The first two chapters, on individual difficulties and their relation to: backwardness, are essential to an under- standing of the whole problem. It is necessary to have a clear conception of the forces that go to the moulding of personality and of the various factors that condition progress in school work before attempting to plan case studies of, apply diagnostic tests to, or institute courses of remedial teaching for, children ‘endowed with » widely differing intellectual equipment and revealing varying emotional
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