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This book describes all of the important factors that cause some
students to have low reading achievement and others to have high
reading achievement. It concentrates on the main factors that
influence how much a student gains in reading achievement during a
year of school, or a calendar year. An attempt is made to answer
the following questions: what can educators do to increase reading
achievement, and what is beyond their influence? The author is
directly concerned with achievement associated with normal or
typical reading. The focus of the book is on things teachers can do
during an entire school year that are likely to improve the reading
level and reading rate of students, which in turn, will increase
their reading achievement. This effort to specify the most
important causes of high and low reading achievement represents an
integration of two disciplines of scientific
psychology--experimental psychology and psychometrics. A glossary
at the end of the book contains definitions of terms and concepts.
Helpful appendices explain rauding theory, the three laws of
rauding theory, and the equations that can be used to predict the
accuracy of reading comprehension, provide conversions among units
of rauding rate, and list the numbered equations presented in the
book.
This book describes all of the important factors that cause some
students to have low reading achievement and others to have high
reading achievement. It concentrates on the main factors that
influence how much a student gains in reading achievement during a
year of school, or a calendar year. An attempt is made to answer
the following questions: what can educators do to increase reading
achievement, and what is beyond their influence?
The author is directly concerned with achievement associated with
normal or typical reading. The focus of the book is on things
teachers can do during an entire school year that are likely to
improve the reading level and reading rate of students, which in
turn, will increase their reading achievement. This effort to
specify the most important causes of high and low reading
achievement represents an integration of two disciplines of
scientific psychology--experimental psychology and psychometrics.
A glossary at the end of the book contains definitions of terms
and concepts. Helpful appendices explain rauding theory, the three
laws of rauding theory, and the equations that can be used to
predict the accuracy of reading comprehension, provide conversions
among units of rauding rate, and list the numbered equations
presented in the book.
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