ITA and a number of other experiments currently being carried out in primary schools are evidence of the widespread concern with discovering more effective methods of teaching children how to read. The same concern does not, however, appear to be felt with regard to the problems of enabling young people and adults to increase their efficiency in reading. We appear to assume that once children can read, then the work in English lessons in the secondary schools is sufficient to make them fast, accurate and critical readers by the time they leave at the age of 15 or 16. Relatively little work has been done in this country on developing effective reading efficiency courses for college students and adults.
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