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Gates, Arthur I.
Teachers College, Columbia University
ARTHUR I. GATES is a supervisor of the Institute of Language Arts at Teachers College, Columbia University.

Arthur I. Gates - 1971
An autobiography.

Arthur I. Gates - 1967
Because of objections raised by numerous readers, we have decided to give up the experimental approach to paragraphing which attracted so much attention throughout the past year. Nonetheless, we are pleased to present a response to that approach written by one of the best known scholars of the language arts in the country: Processor Arthur Gates.

Arthur I. Gates & Frank G. Jennings - 1961
What causes one child to be a troublemaker in school and another a co-operative and eager student? Why does this child love to read and that child resist every effort to teach him to read? The question of motivation in learning is a matter of great importance in interpreting the positive and negative reactions of children and youth to their developmental experiences in and through reading.

Arthur I. Gates - 1953
Uppermost for consideration in this discussion is whether the sharp distinction between real or direct experience and vicarious experience (the classification for reading or talking about things) has been pushed beyond reasonable limits and threatens to lead to an unsound educational policy.

G. Lester Anderson & Arthur I. Gates - 1950
It has been almost fifty years since the field of educational psychology, with learning as a significant area of study, had its beginnings. The field came of age a little more than a quarter of a century ago with the widespread investigations of learning in such subjects as reading and arithmetic and with general recognition of the necessity for basic training in educational psychology as part of the preparation of the teacher. But in the twenty-five years since the mid-1920's, certain trends in our conceptions of the nature of learning have occurred which today make the field much different from what it was when many who are now teaching first studied it.

Arthur I. Gates - 1949
This yearbook has been prepared as a guide to teachers and school officers in their efforts to improve reading in the elementary school.

Arthur I. Gates - 1949
The reports in this issue of The Record are, with the exception of President Russell's tribute, those that were planned to be presented to him as a birthday greeting, with a few minor modifications.

Arthur I. Gates - 1947
This monograph reports the results of a study undertaken to determine the nature of the factors which influence hard-of-hearing children to continue or discontinue the use of hearing aids.

Arthur I. Gates & Miriam C. Pritchard - 1943
Current staff publications.

Arthur I. Gates - 1942
The type of psychology usually referred to in this volume as connectionism has also been called "S-R bond psychology," "dynamic psychology," stimulus-response psychology, the reaction hypothesis, and the like. Stimulus-response psychology is usually regarded as a modern development of associationism although, as Dr. Sandiford has pointed out in chapter iii, it has been developed to a point where it now has very little in common with any form of associationism in existence before 1900. Connectionism since that time has been developed in many forms, both in systematic accounts and in well-rounded applications to almost every field of life—animal behavior, advertising, business and industry, abnormal behavior, social affairs,

Miriam C. Pritchard & Arthur I. Gates - 1942
For a period of five years, an experimental program for slow-learning pupils was conducted in Public School 500. This article gives a brief report of the methods and certain results of teaching reading to the slow-learning pupils in the school.

Arthur I. Gates - 1940
An introduction to this issue of THE RECORD. In this issue there appear articles on each of the six major fields in which Professor Hollingworth taught, wrote, lectured, advised, and conducted research.

Arthur I. Gates - 1940
Tribute to Leta S. Hollingworth.

Arthur I. Gates - 1940
Portrait of Leta S. Hollingworth.

Arthur I. Gates - 1939
In a popular sense reading readiness implies that a child will be successful and interested in learning to read if reading is introduced when he is "ripe" for it and that he is likely to fail and to be annoyed when instruction is begun before this time. The major difficulties have been to determine the characteristics which underlie readiness and to appraise them.

Arthur I. Gates - 1938
During our survey of changes wrought during these years, some suggestions concerning the justification for these views will be offered.

Arthur I. Gates - 1937
The Twenty-Fourth Yearbook on reading recommended the occasional use of standardized tests and the frequent use of informal tests as part of the normal teaching program. That the use of standardized and informal tests and examinations is now regarded as a vital phase of classroom work is implied by the fact that most of the preceding chapters in this Yearbook, which deal with teaching some phase of the subject, include numerous suggestions on measurement and evaluation of attainments.This special chapter on the topic has been included for two purposes; first, to supplement the discussions of other chapters, and, second, to suggest certain newer practices that, although employed in some schools, have not as yet come into general use.

Arthur I. Gates - 1937
The preceding chapters in this Yearbook are devoted primarily to developmental and preventive rather than to remedial measures. In Chapter XII, for example, is sketched a plan for making such comprehensive studies of pupils on entering schools and such careful appraisals of progress thereafter as to enable teachers promptly to detect limitations and difficulties. Other chapters deal with the materials and methods needed to make prompt adjustments to individual needs and limitations so as to correct difficulties before they have become fixed habits and thus to forestall serious disabilities. Up to the present time, how- ever, few schools have employed programs of appraisal and instruction sufficiently effective entirely to avoid serious reading difficulties among pupils. In fact, in most schools will be found many reading defects that cry for diagnosis and correction. This is the justification of a chapter on extreme reading difficulties.

Arthur I. Gates & Guy L. Bond - 1936
In an article in the November, 1936, issue of THE RECORD Professor Leta S. Hollingworth described the organization and certain characteristics and purposes of the work in the Speyer Experimental School, operated under the joint auspices of Teachers College and the Board of Education of the City of New York. It is the purpose of this article to report some of the results of the work of the first term in six of the nine classes in the school.

Guy L. Bond & Arthur I. Gates - 1936
This article is a partial report of a study of four large classes of children who were given instruction in reading soon after entering the first grade. This preliminary report is concerned primarily with the relationships of the characteristics of the pupils when they entered school and their achievements in reading during the year.

Arthur I. Gates - 1935
This volume reports the results of studies of teaching spelling by a method designed to foster generalizing and by the method of specific study of words treated as isolated items.

Arthur I. Gates - 1930
DURING the past twenty years important advances have been made in the development and application of practice exercises in the fundamental subjects.

Arthur I. Gates - 1930
During the past twenty years important advances have been made in the development and application of practice exercises in the fundamental subjects. To this improvement contributions have been made by both educationists and experimental psychologists. The former have made contributions by means of criticism of the older educational method termed "drill"; the latter by technical studies of a newer method termed "practice exercise" or "practice experiment."

Arthur I. Gates - 1928
Though many facts have been accumulated, they have been too diverse and seemingly conflicting to provide an unequivocal answer to the question: How much does nature and how much does experience contribute to one's equipment? Out of all the studies, one thing appears certain: The relative potency of these two factors differs with different human traits. The influence of events and circumstances of living have different effects upon the color of the eyes, the length of the skeleton, the preferences for the primary gustatory qualities, the evenness of temper, the speed of running, and the ability to do arithmetic.

Arthur I. Gates - 1927
IN,1 a recent article in THE RECORD,2 the team of four tests designed for the objective measurement and diagnosis of ability in reading in Grades 3 to 8 was described and methods of using the instruments were explained.

Arthur I. Gates - 1926
THIS paper gives a description of a series of tests designed to make possible a comprehensive measurement of achievement in reading in such a way as to reveal special strengths and weaknesses and thereby to indicate the type of training most needed by the pupil.

Arthur I. Gates - 1926
In the reading of any pupil we may seek to discover the following characteristics: (1) The rate of reading is adequately understood or not; (2) the rate of reading, or the amount read in a given time with a prescribed, satisfactory degree of comprehension; (3) the accuracy of reading, or the degree to which a pupil fully comprehends what he reads, and (4) the degree to which a pupil possess a particular, important type of reading technique or ability.

Arthur I. Gates - 1926
THE selection of a series of words most suitable for use in primary reading material—for reading lessons, for drill in word perception, for children's stories, for informative matter concerning history, geography, nature, health, etc., for lessons and texts in arithmetic, etc.,—offers a complex problem.

Arthur I. Gates, Mildred I. Batchelder & Jean Betzner - 1926
THIS study, conducted in the Horace Mann School during the school year 1923-24, was designed to disclose, in some measure, the outcomes in the form of significant information, skills, habits and attitudes of a year of school work carried on in one group by a modern systematic method and in another by what we have decided to term an "opportunistic" method.1

Arthur I. Gates, Ruth M. Strang & Dr. George T. Palmer - 1925
Within the short space of ten years the education of children in the principles of healthy living has progressed from factual instruction in physiology to the encouragement of children in the application of health knowledge to everyday life.

Arthur I. Gates - 1925
THE theory underlying the prevailing method of teaching reading in American schools is well expressed in the recent Twenty-Fourth Yearbook of the National Society for the Study of Education, which recommends "vigorous emphasis from the beginning on reading as a thought-getting process and the subordination of the mechanics of reading to thoughtful interpretation."

Arthur I. Gates - 1924
The test herein described is one of several which have been devised for use in the study of reading ability in the elementary grades. The pronunciation test was constructed primarily as an instrument to use in the diagnosis of special difficulty in reading.

Arthur I. Gates, Esther Hemke & Dorothy Van Alstyne - 1924
A number of psychological considerations indicate that the first year of instruction in reading, like the first stage in other forms of learning, is of prime importance. The initial period is of special significance since it is therein that methods of perceptive attack, good or bad, emotional and mental attitudes, favorable or unfavorable, are established, often to be perpetuated.

Arthur I. Gates, Grace A. Taylor, Eloise Boeker & Dorothy Van Alstyne - 1924
Between scholastic achievement and general mental ability, both carefully measured by objective tests, substantial correlations are usually found.

Arthur I. Gates & Dorothy Van Alstyne - 1924
That "reading" is not a single or unitary power but merely a name for a large number of abilities, more or less specifically acquired, even if positively intercorrelated, is now rather commonly recognized. 1

Arthur I. Gates & Grace A. Taylor - 1923
The facts concerning economy in motor learning developed within the last twenty-five years have been based mainly upon experimental studies of adults in a variety of laboratory functions.

Arthur I. Gates & Eloise Boeker - 1923
Although experimental studies of the advanced and intermediate phases of the reading process are numerous, scant attention has been given to the initial steps in primary reading.

 
Author Index
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A B C D E F G H I J K L M
N O P Q R S T U V W X Y Z
A., M.
A.Bailey II, M.D., Joseph
A.Boyce, George
A.Hanson, Abel
Aagaard, Lola
Abbate, Fred J.
Abbe, George
Abbot, Julia W.
Abbott, Allan
Abbott, Daniel H.
Abbott, Dorothy
Abbott, Forest L.
Abbott, Herbert V.
Abbott, Mary Allen
Abbott, Mary Ellen
Abbs, Peter
Abdi, Ali A.
Abdus-Sabur, Qadir
Abe, Shigetaka
Abedi, Jamal
Abel, David A.
Abel, Emily K.
Abel, Jerian
Abel, Yolanda
Abeles, Harold F.
Abelmann, Nancy
Abelson, Harold H.
Aben, Patricia
Abernathy, Ruth
Abernathy, Scott F.
Abeson, Alan
Abney, David
Abney, Louise
Abo-Zena, Mona
Aboulafia, Mitchell
Abouzaglo, Shanee
Abowitz, Kathleen Knight
Abrahams, Frank
Abrahams, Salie
Abram, Percy
Abrams, Alfred W.
Abrams, Lisa
Abrams, Samuel E.
Abrams, Sandra Schamroth
Abramson, David A.
Abrego, Michelle
Abry, Tashia
Abu El-Haj, Thea
Acharya, Urmila
Achenbach, Thomas M.
Achilles, Charles M.
Achinstein, Betty
Achner, M. J.
Ackerman, Debra
Ackerman, John M.
Ackerman, Phillip L.
Ackerman, Winona B.
Acosta, Elda
Acosta, Melanie M.
Acosta, Rudy
Acosta , Vasthi Reyes
Acuff, Bette
Ada, Alma Flor
Adair, Jennifer Keys
Adair, Vivyan C.
Adam, Roy
Adamany, David
Adams, Arlene
Adams, Arthur S.
Adams, Curt M.
Adams, Donald
Adams, Hazard
Adams, Kathy
Adams, Kenneth R.
Adams, Margaret
Adams, Megan
Adams, Natalie Guice
Adams, Susan R.
Adams-Bass, Valerie
Adamson, Susan C.
Adelson, Joseph
Adely, Fida J.
Adigun, Olajumoke "Beulah"
Adkins, Amee
Adkins, Dorothy C.
Adkins, Winthrop D.
Adkison, Judith
Adler, Chaim
Adler, Karlyn
Adler, Mortimer J.
Adler, Susan Matoba
Ado, Kathryn
af Malmborg, Nils M.
Afonso, Robert
Afzal, Saima
Agans, Jennifer P.
Agee, Jane
Agirdag, Orhan
Agius, Kirsten
Agne, Russell M.
Agnew, Walter D.
Agosto, Vonzell
Agre, Gene P.
Agren, Raymond
Aguiar, Jeff
Aguilar, Jose V.
Aguilera-Black Bear, Dorothy
Aguirre, Julia
Aguirre Jr, Adalberto
Ahearn, Amy
Ahern, T. James
Ahern, Terence
Ahlberg, Mauri
Ahlstrom, Winton M.
Ahmad, Iftikhar
Ahmad, Nabeel
Ahn, June
Ahram, Roey
Ahrens, Maurice R.
Aiken, Henry David
Aiken-Wisniewski, Sharon A
Aikin, Wilford M.
Aikins, Ross
Airasian, Peter W.
Airton, Lee
Aitchison, Alison E.
Aitchison, Gertrude M.
Aitken, Graeme
Aitken, Jenny
Aitken, Johanna
aka Don Trent Jacobs, Four Arrows
Akanbi , Linda
Akers, Milton E.
Akerson, Valarie L.
Akiba, Daisuke
Akiba, Motoko
Akin, Clayton
Akinrinola, Ademola
Akita, Kiyomi
Akkari, Abdeljalil
Akom, Antwi
Akrawi, Matta
Al Atiyat , Ibtesam
Alaca, Zahide
Alarcon, Jeannette
Alatis, James E.
Alba, Richard
Albert, Gerald
Albert, Marta K.
Alberty, H. B.
Alberty, Harold
Albrecht, Arthur E.
Albrecht, Lisa
Albright, Julie M.
Albright, Kathy Zanella
Albro, Elizabeth
Alcantar, Cynthia M.
Aldemir, Jale
Alden, Elizabeth
Alden, Vernon R.
Alderfer, H.F.
Aldrich, Grace L.
Alessi, Jr., Samuel J.
Alexander, Carter
Alexander, Dameon V.
Alexander, Francie
Alexander, Gadi
Alexander, Herbert B.
Alexander, Jonathan
Alexander, Karl L.
Alexander, Leslie
Alexander, Nathan N.
Alexander, Neville
Alexander, Nicola A.
Alexander, Patricia A.
Alexander, Theron
Alexander, Thomas
Alexander, W. P.
Alexander, William M.
Alexander, M.D., Franz
Alfonso, Mariana
Alford, Harold D.
Alford, Schevaletta M.
Alfred, Mary
Alger, Chadwick F.
Alharthi, Ahmad A.
Ali, Arshad Imtiaz
Ali-Khan, Carolyne
Alibutod, Marilyn
Alicea, Monica
Alishahi, Afsoon
Alkin, Marvin C.
Allegrante, John P.
Alleman, Janet
Allen, Anna-Ruth
Allen, Arthur
Allen, Ayana
Allen, C. R.
Allen, Charles R.
Allen, Clinton M.
Allen, Danielle
Allen, David
Allen, Forrest
Allen, Harvey A.
Allen, Ira Madison
Allen, Jan
Allen, Jane C.
Allen, Jennifer
Allen, Keisha McIntosh
Allen, R. V.
Allen, Richard D.
Allen, Ryan
Allen, Tawannah G.
Allen, Virginia F.
Allen, W. Paul
Allen, Walter R.
Allen, Wendell C.
Allen, Willard Paul
Allen-Jones , Glenda L.
Allensworth, Elaine
Allensworth, Elaine
Alleyne, Melissa L.
Alline, Anna L.
Allington, Richard
Allison, Valerie A.
Allport, Gordon W.
Allyn, David
Almack, John C.
Almeda, Victoria Q.
Almog, Tamar
Almy, Millie
Alonso, Harriet Hyman
Alonzo, Julie
Alpern, D. K.
Alperstein , Janet F.
Alpert, Augusta
Alridge, Derrick P.
Alsaedi, Najah
Alsbury, Thomas L.
Alson, Allan
Alston, Chandra
Altbach, Philip G.
Althouse, J.G.
Altman, James W.
Altman, William
Alvarado, Rafael E.
Alvarez, Adam Julian
Alvermann, Donna E.
Alviar-Martin, Theresa
Alvy, Harvey B.
Amanpour, Christiane
Amanti, Cathy
Ambach, Gordon M.
Ambrosio, John
Ames, Carole A.
Amonette, Henry L.
Amory, Alan
Amos, Yukari
Amrein-Beardsley, Audrey
Amsel, Eric
Amster, Jeanne E.
Amthor, Ramona Fruja
An, Sohyun
Anagnostopoulos , Dorothea
Anastasi, Anne
Ancess, Jacqueline
and Associates,
And His Students,
and others,
and others,
and others,
Anderegg, David
Anderman, Lynley H.
Anders, Patricia
Andersen, C. T.
Andersen, Erik A.
Andersen, Neil
Anderson, Archibald W.
Anderson, Barry D.
Anderson, Bernice E.
Anderson, Brett
Anderson, C. Arnold
Anderson, Cecilia
Anderson, Cecilia
Anderson, Celia Rousseau
Anderson, Celia M.
Anderson, G. Lester
Anderson, Gary L.
Anderson, Gina
Anderson, Gregory M.
Anderson, Haithe
Anderson, Harold A.
Anderson, Helen
Anderson, Homer W.
Anderson, Howard R.
Anderson, James D.
Anderson, James
Anderson, Jeffrey B.
Anderson, Jervis
Anderson, John E.
Anderson, Kate T.
Anderson, Kelly
Anderson, Kenneth Alonzo
Anderson, L. Dewey
Anderson, Lauren
Anderson, Lorin W.
Anderson, Michael L.
Anderson , Noel S.
Anderson, O. Roger
Anderson, Richard E.
Anderson, Richard C.
Anderson, Robert H.
Anderson, Rodino F.
Anderson, Rowland C.
Anderson, Roy N.
Anderson, Sir George
Anderson, Thomas H.
Anderson, W. P.
Anderson-Thompkins, Sibby
Andic, Martin
André, Aline B.
Andreescu, Titu
Andrei, Elena
Andress, Paul
Andrew, Thomas
Andrews, Alon
Andrews, Benjamin R.
Andrews, Gillian "Gus"
Andrews, Richard L.
Andrews-Larson, Christine
Andrianaivo, Solange
Andrus, Ruth
Andry, Robert C.
Andrzejewski, Carey E.
Angelis, Janet
Anglum, J. Cameron
Angoff, Charles
Angulo, A. J.
Angus, David L.
Annamma, Subini
Annenberg, Norman
Ansari, Sana
Ansell, Amy E.
Anthony, Albert S.
Anthony, Kate S.
Antia , Shirin
Antler, Joyce
Antler, Stephen
Antonelli, George A.
Antonenko, Pavlo
Antrop-González, René
Anyon, Jean
Aoudé, Ibrahim G.
Apfel, Nancy
Appell, Clara T.
Appiah, Kwame Anthony
Apple, Michael W.
Applebaum, Barbara
Applebee, Arthur N.
Appleman, Deborah
Aptheker, Herbert
Apugo , Danielle L.
Aquino-Sterling, Cristian
Araaya, Hailu
Arafeh, Sousan
Araujo, Blanca
Araujo, Blanca
Arbeit, Miriam R.
Arberg, Harold W.
Arbuckle, Dugald
Archibald, Sarah
Arcilla, Rene Vincente
Ardsdale, May B.
Areen, Judith
Arenas, Alberto
Arends, Jack
Arent, Emma
Ares, Nancy
Arey, Charles K.
Argyris, Chris
Arias, M. Beatriz
Arisman, Kenneth J.
Arlett, Elizabeth
Armbruster, Bonnie B.
Armentrout, W.D.
Armor, David J.
Arms, Emily
Armstrong, Denise E.
Armstrong, John A.
Armstrong, Louis W.
Armstrong, Willis C.
Arndt, C. O.
Arnesen, Arthur E.
Arnett, Alex Mathews
Arnheim, Rudolf
Arnold, Bryan P.
Arnold, David B.
Arnold, Katharine S.
Arnold, Noelle Witherspoon
Arnot, Madeleine
Arnspiger, V. C.
Arnstein, George E.
Arnstine, Barbara
Arnstine, Donald J.
Arnstine, Donald
Arntsine, Barbara
Aronowitz, Stanley
Arons, Stephen
Aronson, Brittany
Arrastia, Lisa
Arrington, Angelique Renee
Arrington, Ruth E.
Arrowsmith, Mary Noel
Arrowsmith, Mary Noel
Arroyo, Andrew T.
Arsenian, Seth
Arseo, Sean
Arshad, Rosnidar
Arshavsky, Nina
Artelt , Cordula
Artiles, Alfredo J.
Arzubiaga, Angela E.
Asby, Sir Eric
Asch, Adrienne
Aschbacher, Pamela R.
Ascher, Abraham
Ascher, Carol
Ash, Doris
Ashbaugh, Ernest J.
Ashby, Christine
Ashby, Lloyd W.
Ashcom, Banjamin M.
Ashcraft, Catherine
Asheim, Lester
Asher, Nina
Ashford, Shetay N.
Ashida, K.
Ashley, Dwayne
Ashmore, Jerome
Ashton, Patricia E.
Ashworth, Delmer
Asil, Mustafa
Asimeng-Boahene, Lewis
Askari, Emilia
Askeland, O.
Assouline, Susan G.
Assow, A. Harry
Assuncao Flores, Maria
Astelle, George E.
Aster, Samuel
Astin, Helen S.
Astin, John A.
Astor, Ron Avi
Astuto, Terry A.
Ata, Atakan
Atanda, Awo Korantemaa
Athanases, Steven Z.
Atherley, Marilyn
Atkin, J. Myron
Atkinson, Ruth V.
Attannucci, Jane S.
Atteberry, Allison
Atteberry, Allison
Attwood, Adam
Atwater, Mary
Atwater, Sheri
Atwell, Nancie
Atwell, Robert King
Atwood, Virginia Rogers
Atyco, Henry C.
Au, Wayne
Aubert, Adrianna
Aubrey, Roger F.
Audley-Piotrowski, Shannon
Auerbach, Susan
Auguste, Byron
Augustine, Norman R.
Aultman, Lori
Aurini, Janice
Auser, Cortland P.
Austin, Ann E
Austin, David B.
Austin, Duke W.
Austin, Glenn
Austin, Jean
Austin, Mary C.
Austin, Mike
Austin, Theresa
Austin, Vance
Ausubel, David P.
Author, No
Autin, David B.
Avalos, Mary A.
Avcioglu, Ilhan
Averch, Harvey
Averill, Hugh M.
Averill, Julia
Averill, W. A.
Avila, Maria
Avila, Oscar
Avila Saiter, Sean M.
Aviles, Ann M.
Avison, O. R.
Axelrod, Paul
Axelrod, Ysaaca
Axelson, Alfhild J.
Axline, Virginia M.
AXT, Richard G.
Axtelle, G. E.
Axtelle, G. E.
Ayala, Jennifer
Ayalon, Hanna
Ayer, Adelaide M.
Ayer, Adelaide M.
Ayer, Adelaide M.
Ayer, Fred C.
Ayers , Bill
Ayers, David
Ayers, Leonard P.
Ayers, Richard
Ayers, Rick
Ayers, William
Ayieko, Rachel
Aylward, Lynn
Azano, Amy
Azevedo, Roger
Azzam, Tarek
 
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