Author: Mary Benedict PhelanPublisher:
ISBN:
Category : Psychology
Languages : en
Pages : 52
Book Description
Visual Perception in Relation to Variance in Reading and Spelling
Author: Mary Benedict PhelanPublisher:
ISBN:
Category : Psychology
Languages : en
Pages : 52
Book Description
Visual Perceptual Abilities and Early Reading Progress
Author: Jean Turner GoinsPublisher:
ISBN:
Category : Psychology
Languages : en
Pages : 132
Book Description
THE RELATIONSHIP OF READING ABILITY TO MEASURES OF PERCEPTUAL SPAN WITH SPECIAL REFERENCE TO TACHISTOSCOPIC SPAN FOR DIGITS.
Author: ROY ELMER SOMMERFELDPublisher:
ISBN:
Category :
Languages : en
Pages : 348
Book Description
Perception and Reading
Author: International Reading AssociationPublisher:
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 148
Book Description
Developmental Test of Visual Perception
Author: Donald D. HammillPublisher:
ISBN:
Category : Developmental Test of Visual Perception
Languages : en
Pages : 73
Book Description
Measures both visual perception and visual-motor integration skills. For ages 4-10.
International Guide to Student Achievement
Author: John HattiePublisher: Routledge
ISBN: 1136962042
Category : Education
Languages : en
Pages : 513
Book Description
The International Guide to Student Achievement brings together and critically examines the major influences shaping student achievement today. There are many, often competing, claims about how to enhance student achievement, raising the questions of "What works?" and "What works best?" World-renowned bestselling authors, John Hattie and Eric M. Anderman have invited an international group of scholars to write brief, empirically-supported articles that examine predictors of academic achievement across a variety of topics and domains. Rather than telling people what to do in their schools and classrooms, this guide simply provides the first-ever compendium of research that summarizes what is known about the major influences shaping students’ academic achievement around the world. Readers can apply this knowledge base to their own school and classroom settings. The 150+ entries serve as intellectual building blocks to creatively mix into new or existing educational arrangements and aim for quick, easy reference. Chapter authors follow a common format that allows readers to more seamlessly compare and contrast information across entries, guiding readers to apply this knowledge to their own classrooms, their curriculums and teaching strategies, and their teacher training programs.
Conference Proceedings - International Reading Association
Author: International Reading AssociationPublisher:
ISBN:
Category : Reading
Languages : en
Pages : 668
Book Description
An Investigation of the Relationships Between Reading Ability and Learning of Non-reading Tasks of Varying Complexity
Author: Bruce Edward BalowPublisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 352
Book Description
Doctoral Studies in Reading, 1919 Through 1960
Author: Leo FayPublisher: [Bloomington] : Bureau of Educational Studies and Testing, School of Education, Indiana University
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 96
Book Description
Visual Processes in Reading and Reading Disabilities
Author: Dale M. WillowsPublisher: Routledge
ISBN: 1136472738
Category : Education
Languages : en
Pages : 532
Book Description
Over the last 25 years, reading processes have been the focus of an enormous amount of research in experimental psychology as well as in other disciplines. The theories and models emerging from this research have greatly advanced understanding of both normal acquisition and of reading disabilities. Although great progress has been made, there are certain aspects that have been relatively neglected in the current understanding. Specifically, the role of visual factors has received less attention than that of other component processes. This is particularly surprising since reading and writing are distinct from the other language processes of speaking and listening in large part by virtue of the fact that a visual dimension is involved. Relevant research is broadly scattered both geographically and in terms of disciplines, and there have been no major reviews or books concerned with the visual dimension of reading and reading disabilities. The purpose of this book is to bring together a broad range of evidence that concerns the role of visual information in reading and reading disabilities. Because reading processes are of central interest to cognitive scientists, neuropsychologists, psycholinguists, clinicians, and educators, this book should draw a very broad readership.