from specific paragraphs are isolated for reading. In the fourth phase, the student is asked to read whole phrases from the paragraphs. Finally, the student is encouraged to do silent reading on his own for the fifth phase. After some time all four boys successfully learned to read well enough to perform at grade level. Follow-ups with the participants reflected the maintenance of reading levels and for some avid readers, additional leaps in reading proficiency. Though not asserting widespread generalizability, Fernald and Keller enumerate several findings. One conclusion of interest today describes each student learning by analogy, demonstrating the "ability to pronounce new words if they resemble words he has already learned." This is a compensatory strategy currently used. Warren's 1977 dissertation study with children exhibiting mild forms of reading problems demonstrated 147% and 77% superior word recognition and comprehension respectively by Fernald tracing compared to Orton-Gillingham phonics, although O-G was 10% more effective in word decoding. Career summary On the eve of Fernald's retirement from the UCLA clinic, Time magazine (July 12, 1948) highlights the story of one boy's reading adventure in Fernald's clinic. The title of the article, "Reading by Touch" aptly reflects the Fernald method. Stepping down after 27 years, Fernald sums up the theory behind her "kinesthetic method" with the explanation that "reading difficulties occur most frequently in people who lack the ability to summon up a mental picture of the way a word looks". Her only requirements for entrance into the clinic program were for students to have average intelligence and for parents to continue with the clinic as long as necessary. According to Time, remediation required from "two months to two years" for the students to reach their grade level reading equivalent. Though the article includes some criticism of the Fernald method, in the end it is a positive portrayal of a committed educator. A clinic at UCLA bears her name to this day. Critics typically do not follow the tracing directions with fidelity, such making small changes such as orally spelling the individual letters in the word rather than saying/blending the sounds of the word. Strict adherence to the steps is required for the process to be "Fernald," and any changes interfere with the development of automatic mastery. The Fernald tracing approach to spelling, traditionally speaking, is not oral spelling at all; it is creating the mental visualization of the word for the