Overlearning should be built into the lessons. Drills in game form seem to lessen the disinterest inherent in unimaginative drill. Learning tasks should be applied to objects, problems, and situations in the learner's life environment. Unless the tasks are relevant, the learner has great difficulty in seeing their possible importance. Reading, listening, speaking, and writing should be integrated as much as possible because they are all skills of communication.
Reading has both mechanical and dynamic aspects.
The child must learn to read first. He then may use reading to learn. This development must be provided in the instructional program. Reading in the junior high and senior high school levels should be devoted to reading for information rather than developing skills. With some students, it will be necessary to be concerned with remedial instruction.