A Report of the ... Annual Conference and Course on Reading, Tema 16The University, 1960 |
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Página 33
... questions in printed form , so that the child who cannot read the question is automatically low . For this reason , group intelligence test results must be interpreted with caution when trying to establish the mental ability of a poor ...
... questions in printed form , so that the child who cannot read the question is automatically low . For this reason , group intelligence test results must be interpreted with caution when trying to establish the mental ability of a poor ...
Página 34
... question , how , signifies : how does the child proceed in read- ing ? What is he trying to do ? What goes on in his mind ? Here we can ask a number of questions , all of which are highly significant . First , how does he attack words ...
... question , how , signifies : how does the child proceed in read- ing ? What is he trying to do ? What goes on in his mind ? Here we can ask a number of questions , all of which are highly significant . First , how does he attack words ...
Página 46
... questions about material read to him by the examiner by indicating a choice of pictures presented in the test booklet . He does not look at the picture as the story or article is read , but refers to it after the reading when the questions ...
... questions about material read to him by the examiner by indicating a choice of pictures presented in the test booklet . He does not look at the picture as the story or article is read , but refers to it after the reading when the questions ...
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