THE social significance of health education has become widely recognized and generally acknowledged.

Many of the numerous investigations in reading have concerned themselves primarily with the discovery and treatment of remedial cases. Types of diagnosis and corrective procedure vary widely.

It is comparatively easy to demonstrate the wide range of reading abilities and interests represented by the members of a single class or grade or age group. It is not so simple to demonstrate the inadequacy of traditional procedures or to initiate effective provisions for individual differences. Numerous plans have been devised with this end in view, but there is as yet no general realization of the utter inadequacy and sheer waste of traditional reading recitations.

For the purposes of this report, reading tests may be classified under two heads: standardized and informal. Both types of tests are valuable, but each type has its own characteristics and its specific function. This section treats of standard and informal tests, describing the former and providing numerous illustrations of the latter. Both types of tests disclose individual differences and show the necessity for provisions which take such differences into account.

It is the purpose of this chapter to bring together suggestion from reported studies in a form which will facilitate ready reference and encourage teachers to make a systematic attack on th problem cases in their own classes. The proposals in this report are therefore, purposely lir:1ited to plans which are practicable unde classroom conditions.