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The programmed school puts an emphasis on the learner rather than the teacher. The learner is kept active by the feedback provided. While it can be quite helpful to the student in the earlier stages it becomes less so later. By omitting sections which have already been mastered, the bright student can branch out more rapidly. And the advantage to the slow learner is that he can work at his own pace, especially as a small amount of material is presented with immediate reinforcement. Evaluation will consist of making judgements about the data. It motivates learners, measures that capacity, directs and guides the learning activities for students, classifying students according to their mental abilities. Yet, it cannot prevent cheating in the slow learner who wants to keep pace with the faster student and is particularly vulnerable in reading. It is difficult to teach reading to programmed instruction, because reading is too complex to be limited to a single method. Oral language development is crucial, as is the present interaction between teacher and student and between student and student. Dewey believes that program materials are helpful in increasing the frequency with which the student enjoys the satisfaction of being right and in supplying a valuable intrinsic reward in providing a clear indication of progress.
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