Development in and through Reading

Development in and through Reading

Development in and through Reading

Development in and through Reading

Excerpt

At the meeting of the Board of Directors of the Society in June, 1958, Professor Witty of Northwestern University presented a proposal for a yearbook on the subject of developmental reading. This proposal was reviewed by the Board of Directors, and suggestions were offered with reference particularly to the possible desirability of further consideration of the proposed title of the yearbook. The Board then approved Mr. Witty's tentative outline of the organization of the yearbook and his selection of members of the committee. At the February meeting of the Board in 1959, Miss Strang, representing the chairman of the yearbook committee and its members, reported that the committee was making satisfactory progress in enlisting the services of persons who had been invited to participate in the preparation of the yearbook. In presenting the invitations to prospective participants in this project, the committee had announced its intention to develop the original plan of the proposed volume with the view of exploring especially the "problems which are related to developmental outcomes of learning in the field of reading." In due time, the yearbook committee and the Board of Directors approved the title, Development in and through Reading.

In the preparation of the present yearbook, members of the committee and their associated contributors have emphasized the developmental aspects of reading instruction. Accordingly, consideration is given to the characteristics of child development, the contributions of linguistic studies to the teaching of reading, the effects of improvement in reading on achievement in other curriculum areas, the influence of community forces on reading habits, the importance of motivation and interest as factors in the promotion of effective reading performance, the categories of reading skills and the pupils' command thereof, the use of auditory and visual materials in reading instruction, and the maintenance of an unwavering continuity in the dttainment of desirable levels of reading development.

Analyses of characteristic features of developmental aims in the management of formulated programs, such as the six chapters of . . .

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