The Psychology and Pedagogy of Reading: With a Review of the History of Reading and Writing and of Methods, Texts, and Hygiene in ReadingMacmillan, 1908 - 469 עמודים |
מהדורות אחרות - הצג הכל
מונחים וביטויים נפוצים
alphabet apperception arrangement attention average Babylonia characters child consciousness consonants context course Dearborn dominating letters doubtless early Egyptian Egyptian hieroglyphic English Erdmann and Dodge experiments exposure expression eye-movement eye's movement familiar fatigue feeling fixation point give given Greek alphabet habits homophones Horace Mann School important inner speech Javal language learning to read legibility lip-movement literature mainly matter mental ments method millimeters mind motor myopia names natural needed objects occur Ojibwa Orbis Pictus ordinary perception Phalanstère phonetic phonics phonograms phrases pictograph practice present primer printed Professor pronounced psychology pupil rapid readers reading aloud reading and writing reading pause recognition recognized represent retinal says seems sentence silent letters silent reading sound speed spelling spoken story suggested syllables teacher tence thinking thought tion total form usually various visual forms visual perception vowels whole word-form written Zeitler
קטעים בולטים
עמוד 130 - It has therefore a nature of its own of the most positive sort, and yet what can we say about it without using words that belong to the later mental facts that replace it? The intention to-say-so-and-so is the only name it can receive.
עמוד 256 - Visible world: or, A nomenclature, and pictures, of all the chief things that are in the world, and of men's employments therein; in above 150 cuts.
עמוד 24 - The general impression they have left upon me is like that which many of us have experienced when the basement of our house happens to be under thorough sanitary repairs, and we realise for the first time the complex system of drains and gas and water pipes, flues, bell-wires, and so forth, upon which our comfort depends, but which are usually hidden out of sight, and with whose existence, so long as they acted well, we had never troubled ourselves.
עמוד 241 - A Horn-book gives of Ginger-bread ; And, that the Child may learn the better, As he can name, he eats the Letter.
עמוד 104 - In either case, repetition progressively frees the mind from attention to details, makes facile the total act, shortens the time, and reduces the extent to which consciousness must concern itself with the process.
עמוד 258 - It is not, perhaps, very important that a child should know the letters before it begins to read. It may learn first to read words by seeing them, hearing them pronounced, and having their meanings illustrated; and afterward it may learn to analyze them or name the letters of which they are composed.
עמוד 439 - Reeder, RR Historical Development of School Readers and of Method in Teaching Reading.
עמוד 214 - Babylonians, Assyrians, Medes, Chinese, and Japanese never succeeded in making it. "Symbols for vowel sounds are found in the syllabaries of some of these nations, but the more difficult conception of a consonant was not attained or even approached. Easy as it seems to ourselves who are familiar with it, the notion of a consonant, a sound that cannot be sounded except in conjunction with some other sound different from itself, is by no means so simple as it may appear. It involves the decomposition...
עמוד 132 - Now I believe that in all cases where the words are understood, the total idea may be and usually is present not only before and after the phrase has been spoken, but also whilst each separate word is uttered.:): It is the overtone, halo, or fringe of the word, as spoken in that sentence.