Suitability of the California Abbreviated WISC for WISC-R subtests with mentally retarded and slow learner children
498 Psychology in the Schools, October, 1978, Vol. 16, No . 4.
The preceding five emphases are intended to invert the sequence of means and
ends which characterizes many traditional adolescent reading programs. The em-
phases demonstrate that instruction can embody the practical, communicative
end toward which reading is directed. And, by continually demonstrating the
com
