Toward Competency-Based Reading Systems.
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| Title: | Toward Competency-Based Reading Systems. |
|---|---|
| Authors: | Quellmalz, Edys |
| Peer Reviewed: | N |
| Page Count: | 27 |
| Publication Date: | 1977 |
| Document Type: | Speeches/Meeting Papers |
| Descriptors: | Basic Reading, Competency Based Education, Elementary Education, Program Effectiveness, Reading Instruction, Reading Materials, Reading Programs, Reading Research, Reading Skills, Teaching Methods |
| Abstract: | An instructional analysis was conducted for the following major reading programs widely in use in a California school district: Bank Street (1965, 1973), Macmillan (1965, 1975), Harper and Row (1966, 1972), and Ginn 360/720 (1968, 1976). This paper describes the results of the analysis, examines the programs' current designs, and recommends changes for improving instructional effectiveness. Program examination, focusing on reading skills and teaching techniques, consisted of an analysis of every lesson. Results of the analysis suggest that major reading programs fail to provide consistently for instructional effectiveness and seriously neglect some valued areas of reading skill, particularly, functional literacy skills in nonfiction prose. The paPer points out that abundant research evidence indicates that the instructional variables included in the analysis do facilitate learning. Reasons for the programs' failure to provide materials and procedures that adequately use these techniques are explored in the paper, which concludes that the procedures used in this study, if used by school systems to analyze reading programs, could provide a rational basis for text selection and could reveal areas needing augmentation by teachers. (JM) |
| Entry Date: | 1977 |
| Accession Number: | ED140265 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED140265 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED140265 AccessLevel: 3 PubType: Conference PubTypeId: conference PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Toward Competency-Based Reading Systems. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Quellmalz%2C+Edys%22">Quellmalz, Edys</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 27 – Name: DatePubCY Label: Publication Date Group: Date Data: 1977 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Speeches/Meeting Papers – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Basic+Reading%22">Basic Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Competency+Based+Education%22">Competency Based Education</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Materials%22">Reading Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Programs%22">Reading Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Research%22">Reading Research</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: An instructional analysis was conducted for the following major reading programs widely in use in a California school district: Bank Street (1965, 1973), Macmillan (1965, 1975), Harper and Row (1966, 1972), and Ginn 360/720 (1968, 1976). This paper describes the results of the analysis, examines the programs' current designs, and recommends changes for improving instructional effectiveness. Program examination, focusing on reading skills and teaching techniques, consisted of an analysis of every lesson. Results of the analysis suggest that major reading programs fail to provide consistently for instructional effectiveness and seriously neglect some valued areas of reading skill, particularly, functional literacy skills in nonfiction prose. The paPer points out that abundant research evidence indicates that the instructional variables included in the analysis do facilitate learning. Reasons for the programs' failure to provide materials and procedures that adequately use these techniques are explored in the paper, which concludes that the procedures used in this study, if used by school systems to analyze reading programs, could provide a rational basis for text selection and could reveal areas needing augmentation by teachers. (JM) – Name: DateEntry Label: Entry Date Group: Date Data: 1977 – Name: AN Label: Accession Number Group: ID Data: ED140265 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED140265 |
| RecordInfo | BibRecord: BibEntity: PhysicalDescription: Pagination: PageCount: 27 Subjects: – SubjectFull: Basic Reading Type: general – SubjectFull: Competency Based Education Type: general – SubjectFull: Elementary Education Type: general – SubjectFull: Program Effectiveness Type: general – SubjectFull: Reading Instruction Type: general – SubjectFull: Reading Materials Type: general – SubjectFull: Reading Programs Type: general – SubjectFull: Reading Research Type: general – SubjectFull: Reading Skills Type: general – SubjectFull: Teaching Methods Type: general Titles: – TitleFull: Toward Competency-Based Reading Systems. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Quellmalz, Edys IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Type: published Y: 1977 |
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