Phonetic drill had already been carried to excess in efforts to teach this child. She centered all her attention upon “sounding” the words as units, with no grasp of thought units. Devices to extend recognition were instituted. Passages were broken up into sentences, the individual sentences being typed separately on slips of paper. A card was placed upon the page and moved forward as fast as the child could read. Flash-card work was undertaken. Printed directions were given, which the child followed out by appropriate action. Practice in reading arithmetical problems was prescribed, where it was necessary to read exactly every item. Parallel with instruction in reading there was instruction in spelling and writing. Deficiency in spelling was extreme. From early in October to late in December, these drills were given. The improvement shown on tests of reading ability was very marked after this brief interval. There was no doubt that the child could learn to read, and the prospect of return to the grade normal for her age seemed very good. Gray’s case was that of a fourth grade boy, aged 10 years and 4 months when the study began. This boy had been obliged to discontinue some of his school work, because of inability to read fluently and effectively. His parents were unusually intelligent, and his sister read well and much. The boy was normal physically, active and robust. At the age of 4 years, he began to wear glasses to correct astigmatism and myopia, and was constantly under the advice of an expert oculist. There was a very irregular school history, with “skipping” in grades 1, 2, and 3. General intelligence was slightly better than average, as taken by the Stanford-Binet. Ability was rated good in all phases of school work not requiring reading. On all tests of reading ability he made very low scores. Comprehension was good for material read to him. It was seen that he recognized words individually, that his eye-movements were faulty, and that the mechanics of reading had not been rendered automatic. Special practice exercises were prescribed in recognition of words, in control of eye-movement, and in grouping words in thought units. Very marked improvement followed upon this individual instruction, for one hour a day, over a period of two months. A careful analysis, followed up by experimental teaching, has been published by Fernald and Keller. Seven non-readers of normal vision, and of IQ’s ranging from 94 to 130, were studied. All learned to read, under special instruction. The method of teaching stressed tracing, writing, and pronouncing the words. That is, the kinæsthetic elements in reading were emphasized.