Harvard Educational Review, Volume 10Howard Eugene Wilson Harvard University, 1940 "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 |
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Page 22
... reading ages were not equivalent to their mental ages . Furthermore , we had worked only with the seventh grade . Our one special reading teacher had carried a full load ; yet we felt that we had only scratched the surface of our total ...
... reading ages were not equivalent to their mental ages . Furthermore , we had worked only with the seventh grade . Our one special reading teacher had carried a full load ; yet we felt that we had only scratched the surface of our total ...
Page 24
... reading skills . Having all these objective data from the Metropolitan survey test , the Kuhlmann - Anderson Intelligence Test , and the Iowa Reading Test in the first few weeks of school , the special reading teacher was able to detect ...
... reading skills . Having all these objective data from the Metropolitan survey test , the Kuhlmann - Anderson Intelligence Test , and the Iowa Reading Test in the first few weeks of school , the special reading teacher was able to detect ...
Page 28
... reading skills before undertaking to teach subject materials . 2. Efficient reading instruction can be carried on with slow di- visions of pupils by their regular classroom teachers . No specific periods need to be set aside in these ...
... reading skills before undertaking to teach subject materials . 2. Efficient reading instruction can be carried on with slow di- visions of pupils by their regular classroom teachers . No specific periods need to be set aside in these ...
Contents
BALLOU RICHARD BOYD 300308 | 5 |
HALL FRANCES LABELLE 382383 | 7 |
BLOS PETER 499501 | 48 |
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