INTRODUCTION<br >TWENTY YEARS AGO, WHEN I RECEIVED MY MA IN ENG-<br >lish from Brown University, I was sure I knew why some<br >teenagers read so much better than others. They came from<br >good families. Their parents had read to them as children.<br >They grew up surrounded by books. Of course they loved<br >reading and were good readers.<br > Then I started teaching, and things no longer looked so<br >simple.<br > I was teaching in a private Dominican boarding school in<br >California. The girls came from wonderful homes, but a dis-<br >turbing number weren t avid readers; some didn t like to<br >read at all. I was at a complete loss. I knew how to run a<br >Chaucer seminar.., but teach reading? I thought there was<br >some specialized knowledge that I didn t have.<br > Following my navy husband, I moved on to Virginia. He<br >went to sea, and I taught in a couple of different high<br >schools while beginning a graduate program in learning dis-<br >abilities at Old Dominion University. I was lucky at Old<br >Dominion, having a visiting professor from the University<br >of Chicago, Ken James, who had trained under Doris John-<br >son, one of the people who helped define the field. His<br >axiom: a diagnosis of learning disabilities is a diagnosis of<br >
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step by step, from comic books, magazines, easy books, encouragement.
评分step by step, from comic books, magazines, easy books, encouragement.
评分step by step, from comic books, magazines, easy books, encouragement.
评分step by step, from comic books, magazines, easy books, encouragement.
评分step by step, from comic books, magazines, easy books, encouragement.
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