"The anti-social aggression that Pavlov was able to create in the laboratory is also being created in tens of thousands of classrooms across our nation as a result of schools of education providing reading pedagogy based upon theories of teaching and learning that cannot be validated by experimental research."

All the ingredients necessary to create this anti-social aggression through sustained frustration are present: There is an unachievable goal, in this case academic achievement. It is unachievable because the means of achieving it, the ability to read and comprehend text material, is, in many cases, absent due to whole-word reading instruction. Though the means of achieving the goal are absent, the student, nevertheless, is continually pressured to achieve it by teachers, parents and peers. As a result, frustration ensues. Finally, the student not only has no alternative for achieving the goal, but he is not allowed to leave the failure-producing environment as a result of compulsory attendance laws. For those who do learn to read, they cannot grasp the magnitude of resentment and hostility that is generated in non-readers over time due to unrelenting frustration from which there is no escape. For many, this frustration explodes into delinquency, or worse yet, violent forms of anti-social aggression.

Excerpt from Retarding America: The Imprisonment of Potential