The Psychology of Special Disability in Spelling PDF Download

Author: Leta Stetter Hollingworth
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 120

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Author: Arthur Irving Gates
Publisher:
ISBN:
Category : Reading, Psychology of
Languages : en
Pages : 124

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Author: Sam Goldstein
Publisher: Springer Science & Business Media
ISBN: 038777579X
Category : Education
Languages : en
Pages : 0

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This reference work breaks new ground as an electronic resource. Utterly comprehensive, it serves as a repository of knowledge in the field as well as a frequently updated conduit of new material long before it finds its way into standard textbooks.

Author: S Hollingworth
Publisher: Legare Street Press
ISBN: 9781019824511
Category :
Languages : en
Pages : 0

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A groundbreaking study of the psychological factors underlying spelling difficulties in children. Written by two pioneering researchers in the field of educational psychology, this volume explores the causes and effects of spelling disabilities, and offers innovative strategies for remediation and support. This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

Author: Leta Stetter Hollingworth
Publisher: Forgotten Books
ISBN: 9781528463805
Category : Psychology
Languages : en
Pages : 118

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Excerpt from The Psychology of Special, Disability in Spelling The experiment here described was carried on during the aca demic year 1916 - 1917 at Teachers College, Columbia University. We wished (i) to observe, over a considerable period of time, the learning of pupils with special pedagogical defects, i.e., those pupils who are of normal general capacity, but Who are incompetent in one particular school subject; (2) to apply psychological tests to such pupils, with a view to a diagnosis of their disabilities; and (3) to discover and devise, if might be, remedies for such defects. Incidentally we wished also to. Study the psychological processes involved in mastering the two school subjects, arithmetic and spelling. Two experiments were therefore undertaken, one with pupils who showed special disability in arithmetic, and another with pupils who showed special disability in spelling. The present report has to do with the group whose defect was in spelling. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

Author: Elizabeth Evans Lord
Publisher:
ISBN:
Category : Alexia
Languages : en
Pages : 90

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Author: Leta Stetter Hollingworth
Publisher:
ISBN:
Category : Spelling, Psychology of
Languages : en
Pages :

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Author: Harold Ordway Rugg
Publisher:
ISBN:
Category : Educational psychology
Languages : en
Pages : 86

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Author: Augusta Fox Bronner
Publisher:
ISBN:
Category : Ability
Languages : en
Pages : 288

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Author: National Research Council
Publisher: National Academies Press
ISBN: 0309219590
Category : Education
Languages : en
Pages : 504

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Book Description
A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies.