Errors are of two kinds—misreadings and omissions. Omissions in sight reading were not counted, since, according to the method whereby the teacher spelled successive words to X, no omissions were possible. Misreadings only were counted. In reading these paragraphs, X made 162 errors through the eye, and but 57 errors through the ear, in perceiving the same words. This great reduction in error through auditory channels might, however, be due to the fact that by that method only one word was presented at a time, whereas in the ordinary visual reading the whole page of words was presented, acting as a distraction. In order to check this possible error in interpretation, one hundred isolated words were presented to the eye and to the ear, reversing the procedure alternately for every ten words. The ratio of error was nearly the same as in the first experiment. X can now, in fact, pronounce almost any puzzling word in ordinary reading matter, such as is found in newspapers, by spelling it aloud. It seems reasonable, therefore, to infer that there are certain specific attributes of the auditory elements in reading, which were especially important for education, in this boy’s case, and which were not much utilized by the method of teaching employed. By teaching him the letter, with its various possible sounds, as the unit of perception, we supplied him with a tool which enables him to construct words for himself, through the channels which are easiest for him. This has not rendered him fluent, but it has rendered him literate. Altogether, he had from us about a hundred and fifty hours of special instruction. The present writer believes that with several times as much practice as X has had, he will become a reasonably fluent sight reader, dropping out the spelling almost entirely. This case is very much like those referred to by Hinshelwood, and it is interesting that the teachers adopted, after trial and error, the same method adopted by Hinshelwood, without being familiar at that time with Hinshelwood’s contribution. Inasmuch as a certain practical interest attaches to the final outcome of educational adjustment in such cases, it may be stated that X at the age of sixteen years will leave the elementary school, having completed grade 6B. He will then seek admission to a trade school, maintained by one of the great industries. VIII. SUMMARY OF STUDIES OF NON-READERS We see, therefore, that non-readers, of general intelligence much above the minimum level required for reading, do learn to read when special training is given. This training may stress phonics (Schmitt), it may stress the motor and kinæsthetic avenues of approach (Fernald and Keller), or it may stress visual perception (Gates). It may or may not proceed by use of the old “alphabet” method (Hinshelwood).