This paper presents a study of the Neurological Impress Method, with junior high students two or more years behind their expected Reading Comprehension level. Thirty students were randomly selected and placed into control and experimental groups by a random number process. These S's received eighteen weeks of special treatment with either the N.I.M. or oral reading practice for the controls. Statistical analysis showed no significant difference between the Reading Comprehension gains of controls and experimentals. The gains of both controls and experimentals was, however, found to be of significance. Conclusions and recommendations included suggestions for additional research and a discussion of the importance of teacher attention.
","abstract_html":"<p>This paper presents a study of the Neurological Impress Method, with junior high students two or more years behind their expected Reading Comprehension level. Thirty students were randomly selected and placed into control and experimental groups by a random number process. These S's received eighteen weeks of special treatment with either the N.I.M. or oral reading practice for the controls. Statistical analysis showed no significant difference between the Reading Comprehension gains of controls and experimentals. The gains of both controls and experimentals was, however, found to be of significance. Conclusions and recommendations included suggestions for additional research and a discussion of the importance of teacher attention.</p>","abstract_has_math":false,"creators":["Reynolds, Larry Charles"],"institution":null,"degree_name":"Master of Education (MEd)","degree_level":null,"degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Doris E. Jakubek","Roger Stewart","Calvin G. Greatsinger"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1974,"date_issued":"1974-01-01T08:00:00Z","date_published":"1974-01-01T08:00:00Z","updated_at":"2026-07-24T01:37:48Z","subjects":["Reading","Remedial Teaching","Middle School","Reading Comprehension","Educational Assessment, Evaluation, and Research","Educational Methods"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.cwu.edu/etd/1350","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Doris E. Jakubek","Roger Stewart","Calvin G. Greatsinger"]},{"key":"dc:creator","label":"Author","values":["Reynolds, Larry Charles"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-04-22T07:00:00Z"]},{"key":"dc:type","label":"Dc Type","values":["Text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Education (MEd)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Reading","Remedial Teaching","Middle School","Reading Comprehension","Educational Assessment, Evaluation, and Research","Educational Methods"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.cwu.edu/etd/1350"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This paper presents a study of the Neurological Impress Method, with junior high students two or more years behind their expected Reading Comprehension level. Thirty students were randomly selected and placed into control and experimental groups by a random number process. These S's received eighteen weeks of special treatment with either the N.I.M. or oral reading practice for the controls. Statistical analysis showed no significant difference between the Reading Comprehension gains of controls and experimentals. The gains of both controls and experimentals was, however, found to be of significance. Conclusions and recommendations included suggestions for additional research and a discussion of the importance of teacher attention.
"]},{"key":"dc:title","label":"Title","values":["A study of the Neurological Impress Method with Remedial Secondary Students"]}]}],"canonical_facts":{"dc:contributor":["Doris E. Jakubek","Roger Stewart","Calvin G. Greatsinger"],"dc:creator":["Reynolds, Larry Charles"],"dc:date.available":["2020-04-22T07:00:00Z"],"dc:description.abstract":["This paper presents a study of the Neurological Impress Method, with junior high students two or more years behind their expected Reading Comprehension level. Thirty students were randomly selected and placed into control and experimental groups by a random number process. These S's received eighteen weeks of special treatment with either the N.I.M. or oral reading practice for the controls. Statistical analysis showed no significant difference between the Reading Comprehension gains of controls and experimentals. The gains of both controls and experimentals was, however, found to be of significance. Conclusions and recommendations included suggestions for additional research and a discussion of the importance of teacher attention.
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