Four groups of third grade children were exposed to different remedial reading methods for one year. Although the usual spurt in tested reading score was observed at the conclusion of that experience, a six-month follow-up indi-cated that the improvement in tested reading was transitory. There was not sufficient evi-dence to believe that any one method tried had any greater long-term effect than did any other, or that any of the methods involved in this study had a demonstrable long-range practical impact on a child's reading level.
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