Scientific Determination of the Content of the Elementary School Course in Reading, Ausgaben 1-4University of Wisconsin, 1921 - 152 Seiten |
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65 or less Abou Ben Adhem adventure Aladdin Barefoot Boy Baron Münchausen Bell of Atri Bremen Band cent in Grade Chambered Nautilus chapter character study Christmas comprehension Comprehension__ Cosette course in reading Cratchits Dick Whittington difficulty Dike dislike Dramatic action Excelsior Fairy favor Gettysburg Address Gingerbread Boy Golden River Grade III grade to grade Grade VIII hard words Horatius Humor informational literature interesting action interesting characters Interesting information Interesting Interesting Interesting problems Interesting repetition judged judgments Knights large number Legend of Sleepy material mentioned moral number of teachers One-hoss Shay over-maturity Paul Revere's Ride personification Phaethon Pied Piper reactions reading course reading matter READING SELECTIONS responses Rip Van Winkle Robinson Crusoe second questionnaire shows standards Stone Face story subject matter superior selections Table teachers and pupils teaching Three Bears Three Little Pigs tion Ugly Duckling undesirable qualities VII VIII Village Blacksmith William Tell
Beliebte Passagen
Seite 67 - I voluntarily offered and gave all my money for one. I then came home and went whistling all over the house, much pleased with my whistle, but disturbing all the family. My brothers and sisters and cousins, understanding the bargain I had made, told me I had given four times as much for it as it was worth...
Seite 71 - Nor in the embrace of ocean, shall exist Thy image. Earth, that nourished thee, shall claim Thy growth, to be resolved to earth again...
Seite 73 - ... but no one spoke a word. Then they looked again at Sir Roland's shield, to make sure that their eyes had not deceived them, and there the golden star was still shining. After a little silence the lord of the castle spoke. "Men make mistakes," he said, "but our silver shields are never mistaken. Sir Roland has fought and won the hardest battle of all today.
Seite 9 - ... 1. Reactions to basal reading matter. a. From teachers. Questionnaire 'I: Analytical questions on the content of basal readers. Questionnaire II: Classified lists of titles of selections sent to teachers for their comments. b. From pupils. Representative selections presented directly to pupils. Pupils' interest in the selections measured by asking them to state whether they liked or disliked each selection and why. Pupils' comprehension of the selections measured by questions on the selections...
Seite 151 - ... favorable comments while other versions pass unnoticed. Variabilities in the success of selections in different schools indicate that variabilities in academic standards rather than in populations are responsible for this success or the lack of it. Speaking of the making of readers, Professor Uhl says : In the case of the compiler, there is an attempt to develop speedily an appreciation for fine literature and also speedily to extend greatly the pupil's familiarity with literature. The authors...
Seite 54 - Judd, Charles H. Reading: Its Nature and Development. Supplementary Educational Monographs, Vol. II, No. 4. Chicago, Univ. of Chicago Press, 1918. (n) Parker, SC "How to Teach Beginning Reading.
Seite 66 - Mistaken man, said I, you are providing pain for yourself, instead of pleasure ; you give too much for your whistle.
Seite 126 - Inasmuch as pupils' ability to pass a comprehension test upon a selection is accurately judged by teachers, a selection which teachers regard as too easy or too difficult should be placed in accordance with teachers...
Seite 73 - In this account of knights, the "golden star" was, at the end of the battle, "still shining," and the lord of the castle addressed the knights as follows: "Sir Roland has fought and...
Seite 10 - Name the election most effective in stimulating pupils to do independent thinking. Give reason. "Title Reason "4. Name the selection which you think proves most satisfactory from every point of view. Give your reasons very briefly. "Title Reason "Name the selections in this reader proving most unsatisfactory for use in your grade as outlined below. "1. Name two selections which your pupils say they dislike.