Excerpt from Further Studies of the Reading-Recitation Process in Learning In spite of the fact that it is extremely difficult to control conditions in the case Of sense-material the writers deemed it desirable to use such material. This part of our report pre sents a rather limited investigation in which poetry was used as the learning material. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

Excerpt from The Reading Process The content of the book - as well as its arrangement is essentially that of a course which the writer gave for several years to prospective teachers and supervisors of. Reading. Special acknowledgments are due to my colleagues, Mrs. Alice O. Hunnewell and Miss Katherine L. Mc Laughlin, who have offered many valuable suggestions the former in connection with the chapter on teaching beginners To read and the latter in connection with the chapter on content OF readers. Acknowledgments are due, also, to Dean W. S. Gray, Mr. E. D. Burbank, The American Antiquarian Society, The Bureau of American Ethnology, Henry Holt and Company, D. Appleton and Company, Harper and Brothers, Ginn and Company, The Macmillan Company, and the Simplified Spelling Board for permission to use valuable materials. For permission to use illustrations, acknowledgments are due to The Bureau of American Ethnology for Plate I; to D. Appleton and Company for Figures 1, 7, 8, and 9; to The American Antiquarian Society for Figures 2, 3, 4, 5, and 6; and to Dean W. S. Gray of the University of Chicago for Charts I-VI inclusive. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

Excerpt from The Recitation Many of the professional books are too difficult for young teachers. They appeal to the more advanced students of pedagogy. This volume is an effort to aid the younger members of the profession by simplifying, and, if possible, clarifying for them, subjects usually regarded as difficult and obscure. Our effort has been to bring the Whole discussion within the grasp of the average high-school graduate. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning