X had never known any language other than English, so that interference of habit from other languages was ruled out. No attempt had been made to teach him reading at home, until after the reports of his disability began to be made from the school. General intelligence was measured by the Stanford-Binet Scale, with a resulting score of 9 years 9 months mental age, and IQ 85. It was thus seen that general intelligence was quite sufficient for learning to read. From general intelligence of this degree, in a child under ordinary instruction for six years, one would usually be justified in predicting close to a fourth grade score on tests of reading. In this case, however, scores of zero were yielded on all tests of ability to read. No word or letter on any scale could be read. There was, therefore, no question of making an analysis of the child’s difficulty through the use of such tests, since all scores were uniformly zero. X was anxious to learn, and was becoming self-conscious because of his failure to go ahead. At this time no speech defect was noted by the examiner, and it was supposed to have been “outgrown.” He could copy writing, with some errors, and, as seemed strange, could transpose print into writing, though slowly and with errors. Since sensory capacity was normal, general intelligence was developed well beyond the minimum at which reading can be taught, and character traits, such as promptness, reliability, and fidelity to duty, were reported to be better than average, it was decided to undertake to teach the child to read. Upon being asked whether he could travel alone from his school in Brooklyn to the office at Teachers College, both he and his mother replied without hesitation in the affirmative, “for he has ways of finding out where he is, without reading.” Accordingly, from February to June, 1918, X came three times a week to Teachers College, and received special instruction in reading and spelling from Miss Sara Fisk, at that time a graduate student in the Department of Educational Psychology. After some experimentation with the attempt to teach by the word and sentence as units, Miss Fisk decided to begin by teaching first the alphabet, and to proceed with the letter as the unit. X thus learned to read, by spelling out the letters, and “sounding” them as he went. In this way, by the first of June, 1918, he knew and could sound and could write every letter of the alphabet, but could not write the capitals; and he had a reading vocabulary of eighty simple monosyllables. He was advised to study through the summer vacation, if he could.