A Report of the ... Annual Conference and Course on Reading, Tema 16The University, 1960 |
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Página 108
... instruction in the regular classroom . Sometimes extra prac- tice , for example , in breaking up a word into familiar syllables or parts of words , and the blending of these parts will enable the individuals or small groups to show much ...
... instruction in the regular classroom . Sometimes extra prac- tice , for example , in breaking up a word into familiar syllables or parts of words , and the blending of these parts will enable the individuals or small groups to show much ...
Página 110
... instruction to meet precisely the individual needs , the strengths and weaknesses of each child . In summary of this question , then , we must say that retarded or dis- abled readers need expert and intensive help which may be given by ...
... instruction to meet precisely the individual needs , the strengths and weaknesses of each child . In summary of this question , then , we must say that retarded or dis- abled readers need expert and intensive help which may be given by ...
Página 201
... instruction to estab- lish basic skills and others need help and encouragement to make further gains . A developmental program should , of course , continue throughout the high school and college years . Second , the developmental ...
... instruction to estab- lish basic skills and others need help and encouragement to make further gains . A developmental program should , of course , continue throughout the high school and college years . Second , the developmental ...
Contenido
Conference Program | 9 |
Specific Reading Disabilities Their Diagnosis and Correction | 67 |
A Case Study of Reading Retardation The Diagnosis and Correction | 75 |
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areas audiologist auditory discrimination average basal basal readers basic Berkeley Berkeley Bernard Binet boys CALIFORNIA LIBRARY causation Charlotte Avery classroom teacher Corrective and Remedial corrective reading developmental diagnosis disabled reader educational emotional errors evaluation experience eye examination factors failure fifth grade fourth grade frequently grade level handicaps hearing hearing impaired high school important improvement individual intelligence interest interpretation language learn to read meaning mental age oral reading parents percent person Pittsburgh Public Schools poor readers pupil questions reading clinic reading difficulties reading disability Reading Laboratory reading material reading problems reading program reading skills Reading Test recognize remedial program remedial reading retarded readers scores selection sentence sight vocabulary Snellen Chart sound Stanford Binet story suggested tachistoscope teaching techniques tion tutoring understand UNIVERSITY OF CALIFORNIA University of Pittsburgh usually visual acuity visual screening visual skills word recognition York