Harvard Educational Review, Volume 24"The Harvard Educational Review is a journal of opinion and research in the field of education. Articles are selected, edited, and published by an editorial board of graduate students at Harvard University. The editorial policy does not reflect an official position of the Faculty of Education or any other Harvard faculty."-- Volume 81, Number 2, Summer 2011 |
From inside the book
Results 1-3 of 56
Page 7
first concern when we undertook in 1947 to continue the pioneer work of Dr. Walter F. Dearborn in develop- ing a series of " reading films . " The first series of such films , the Harvard Reading Films , were designed by Dr. Dearborn ...
first concern when we undertook in 1947 to continue the pioneer work of Dr. Walter F. Dearborn in develop- ing a series of " reading films . " The first series of such films , the Harvard Reading Films , were designed by Dr. Dearborn ...
Page 9
480 ) claim that no correlation between size of recog- nition span and good reading has ever been discovered . One finds the same contradictions in the investigation of the problem of duration ( fixational pause ) .
480 ) claim that no correlation between size of recog- nition span and good reading has ever been discovered . One finds the same contradictions in the investigation of the problem of duration ( fixational pause ) .
Page 16
FUNCTION AND DESIGN OF READING tual or mechanical aspects of reading . regular reading , not only subjectively sible at last to. up a fascinating piece of wool and entices the first half into coming to look at it .
FUNCTION AND DESIGN OF READING tual or mechanical aspects of reading . regular reading , not only subjectively sible at last to. up a fascinating piece of wool and entices the first half into coming to look at it .
What people are saying - Write a review
We haven't found any reviews in the usual places.
Other editions - View all
Common terms and phrases
achievement activities American analysis appears attempt attitudes become behavior called child comparative competence concentration concept concerned conditioning considered continued course Court culture device direction discriminant discussion educational system effect evaluative example existence experience fact factors field function given graduate Harvard human important individual Indonesian intellectual interest involved kind learning less matter means measured ment methods nature objective observed organization pattern perhaps personality possible practical present principles probably problems produce pupils question reading reason reinforcement relation reported response scientific scores secondary school seemed sense social society Soviet teacher teaching theory tion United University York