Publisher's Synopsis
Excerpt from The Twentieth Yearbook of the National Society for the Study of Education, 1921, Vol. 2: Report of the Society's Committee on Silent Reading
This lack of correlation, he concludes, seems to indicate that other factors are more in?uential in determining the score attained than the time element While these two studies are by no means conclusive, they indicate how completely other factors may submerge the time factor. It is entirely possible, e. G., that many children may gain more from ten minutes spent in independent silent reading than they would in a twenty-minute oral-reading recitation period of the conventional type. Similarly, a class pos sessing a high average intelligence may make greater progress in half the time taken by one of low intelligence. Again, one teacher will use the entire period profitably while another squanders two thirds of it. The teacher should endeavor constantly to have each child spend his reading time in ways that will be the most profitable to him.
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