Does Research Support Quality Over Quantity?
Compiled by Leslie Laurio, with permission, from posts by Wendi Capehart and Karen Glass . . . As for real research on some of the other issues, particularly being careful not to let children overload on twaddle, slower reading (keeping in mind as you consider this idea that CM reading is more complex than the average child’s fare) and so on, Dr. Jane Healy’s books Your Child’s Developing Mind and Endangered Minds are interesting reading. Here’s a quote from Endangered Minds (thanks to Sandy Fairchild for pointing it out): “The Importance of Words without Pictures” Any activity that helps children use their brains to separate from the “here and now,” to get away from pictures and use words to manipulate ideas in their own minds, also helps them with the development of abstract thinking. . . . Even more important, however, is understanding words alone as the main source of meaning. Because the words do not come with pictures attached, the child must come to grips with “the symbolic pote
Related Questions
- What research is there to support the contention that these surveys offer valid and consistent measures of the quality of education?
- Is there enough evidence in support of the fact that individuals with untreated cancer have better quantity and quality of life?
- Does Research Support Quality Over Quantity?
