Whatever other progress they have or have not made, modern educators are proud of the fact that they have vastly improved the methods of teaching children to read. They estimate that today pupils can learn to read with more sense, more fun and in half the time that youngsters spent on the job 40 years ago. For this great improvement, research in child psychology is responsible. Teachers now are more alert to the questions: when are children ready to learn, what kind of reading should they get in, and in what doses?
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