Literaturnachweis - Detailanzeige
| Autor/in | Zimmer, Richard L. |
|---|---|
| Institution | Dubuque Community School District, IA. |
| Titel | Development of a Self-Pacing Program for Appropriate Childhood Education (SPACE). End of Project Report. |
| Quelle | (1973), (123 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Auditory Perception; Elementary Education; Learning; Learning Processes; Reading; Reading Improvement; Reading Instruction; Reading Materials; Reading Programs; Reading Research; Reading Skills; Reading Tests; Visual Learning; Visual Perception |
| Abstract | This end-of-project report disucsses the procedures that the Dubuque Community School District followed in conducting research on learning the styles and conditions under which elementary school-aged children learn best. The testing program that was developed consisted of administering the Tests of Modality Aptitudes in Reading (TOMAR), the Analysis of Learning Potential (ALP), and the Gates-MacGinitie Reading Tests to all students in grades one, two, and three. An assessment of the expectations of an elementary school education as viewed by patrons was conducted by the use of a questionnaire. The project was analyzed by a committee following five months of operation. The thrust of the project was shifted to focus on modality as it influences learning style. The evidence gathered during this project indicated that elementary school-aged children vary in modality orientation. An appendix that discusses analysis of the TOMAR testing program, the pupil questionnaire, the patron questionnaire, and the reading materials, and an analysis of the Perceptual Test Battery is included. (WR) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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