"The Child Development Program: Preventing and Remediating Learning Problems" is divided into two books. The first book outlines the Child Development Program, specifically explaining what it is and how it can be implemented. It is written in sensible, straightforward language, describing the procedures, materials, and "how-to" every step of the way.
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Yes, you can access The Child Development Program by Suzanne Sosna Levine in PDF and/or ePUB format, as well as other popular books in Psychology & Mental Health in Psychology. We have over one million books available in our catalogue for you to explore.
PRACTICE IN VISUAL MEMORY (IMAGERYāTACHISTOSCOPIC ROUTINES)
PURPOSES:
To help children develop the skill of visual memory ( imagery ) ; to help develop a greater awareness of size and form relationships; to increase childrenās speed in visual recognition; to increase childrenās span in visual form recognition; to improve their visual memory by more adequate retention of a visual image.
MATERIALS AND EQUIPMENT NEEDED:*
The Tachistoscopic Flashing Device (This device, which is adaptable to a filmstrip projector, has a shutter adjustment by which the speed of a projected image can be controlled. A flash projector or a tachistoscope for filmstrips may be used. )
A set of 15 filmstrips made up of 8 different series ( A through H ) totaling 450 frames
Webstermasters VI-1 through VI-19
Filmstrip Guides ( Frames of the filmstrips are included in this section in the order in which they are shown on the screen.)
PROJECTION INSTRUCTIONS:
The Tachistoscopic Flashing Device should be placed in front of the filmstrip projector so the light patch will fall within the upper and lower borders of the screen. When beginning the exercises, set the flash at a slow speed, or flash by hand (slowly). As children improve, increase the flash to the fastest speed. Each time a more difficult series is presented, reduce the flash speed for a time and then increase speed gradually.
Note: It is wise to flash a sequence of ten frames at each session. This falls within the fatigue level of the average child as well as within the lesson plan of ten corresponding forms on each Webstermaster.
A. BASIC FORMS
USE AND IMPORTANCE OF BASIC FORMS
Most everything we know, see, or do is dependent, to some extent, upon the use of basic forms ā especially the vicarious experience of reading. The shapes of letters, words, digits, numerals, musical notes, etc., are composed of various combinations of the basic forms. Thus, adequate familiarity with these forms is of the utmost importance to the beginner. It must precede symbolic learning.
Before symbolization of any form can be considered too strongly, the concepts and precepts which make up a symbol should be understood. If a child is to learn...
Table of contents
Cover
Title Page
Copyright Page
Introduction to Appendix
TABLE OF CONTENTS
INTRODUCTION
OVERVIEW OF THE PROGRAMS
ADMINISTRATIVE DIRECTIONS
INTRODUCTORY PROGRAM: THE MAGIC OF MOVABLE MELVIN
I. PRACTICE IN GENERAL COORDINATION
II. PRACTICE IN BALANCE (WALKING BEAM)
III. PRACTICE IN EYE-HAND COORDINATION (CHALKBOARD)
IV. PRACTICE IN EYE MOVEMENT
V. PRACTICE IN FORM PERCEPTION (TEMPLATES)
VI. PRACTICE IN VISUAL MEMORY (IMAGERY ā TACHISTOSCOPIC ROUTINES)
Title Page1
TABLE OF CONTENTS1
Authorsā Backgrounds
Acknowledgements
Reading Readiness and Its Assessment
Rationale and Development of the Clymer-Barrett Prereading Battery
General Directions for Administering
Directions for the Testing Session
Scoring the Battery
The Prereading Rating Scale: Administering and Scoring
