Within the organized sequence of levels of reading in school and college, there is continuity for any individual in his personal development through reading as well as in the development of reading abilities. Such continuity is aided or retarded by the nature of the school program. Accordingly, planning for continuity in this program is necessary because (a) reading abilities are complex, (b) children develop the interrelated competences gradually, and (c) there is sequence in the development of the components of reading achievement.

We not only make capital of children's interests but we seek to direct those interests along appropriate lines. It is this general program with which the present chapter is concerned. First there will be some general observations on the motives of children, then will follow a discussion of the relationships between motivation and learning. Next, consideration will be given to some of the more specific motivational problems at the administrative, classroom, and interpersonal levels. Finally, the chapter returns to a summary of the work of school people in providing well-motivated learning situations.

The developmental traits of children and their reading activities are related in two ways: (1) The characteristics, needs, and activities of children at various age levels influence what and how they should be taught in reading. (2) Reading activities influence the nature of children's development by stimulating new abilities and interests and by affecting children's total adjustments.

Evaluation in education is the process by means of which the persons concerned (teachers, parents, administrators, and pupils) estimate the worth-whileness of the educational program and plan the next steps in it. In former times the decisions were usually made by teachers on the basis of their own judgments, teacher-made tests, and occasional standardized tests. Today, as the various aims of the educational program have been expanded and clarified, evaluation activities have become broader and more clear-cut. Evaluation is now concerned with all the goals of a school program, the degree of success in reaching the goals, and suggestions for changes in the program so that the goals may be achieved more completely.

The many contributions of Leta S. Hollingworth to our knowledge of children who are exceptional because of their general learning ability sometimes overshadow her work with children who are exceptional because of special abilities and disabilities. To gain a thorough understanding of the exceptional child, Professor Hollingworth found it necessary to study specific abilities as well as general intellectual abilities.

The purpose of this investigation was to discover the differences between retarded and normal spellers in constitutional factors, in various academic achievements, and in methods of studying words in spelling.