ERIC Number: ED218649
Record Type: RIE
Publication Date: 1982-Apr
Reference Count: 0
Basic Skills Issues and Choices: Approaches to Basic Skills Instruction. Volume 2.
Reed, Linda, Ed.; Ward, Spencer, Ed.
Resulting from a project involving district, state, and federal educational agencies, the papers in this, the second of two volumes, are intended to provide information from research and practice that can help school districts in their efforts to make decisions about goals and methods of basic skills instruction. The topics of the papers in the volume were chosen in response to three major concerns: Should basic skills be thought of as minimum competencies? Should they be taught in isolation from each other and from the rest of the curriculum or integrated in some form? and, What can be done to help assure that an emphasis on basic skills instruction will lead to improvements in educational practice and student outcomes? Specific topics covered in the 17 papers include (1) the movement toward meaning-focused writing, (2) the writer as experimenter, (3) teaching the mechanical conventions of writing, (4) standards for effective oral communications and basic skills writing programs, (5) the application of the minimal speaking and listening skills competencies, (6) basic skills in mathematics, (7) theories and prescriptions for early reading instruction, (8) a whole-language comprehension-centered view of reading development, (9) direct reading instruction, and (10) learning to learn from text. (FL)
Descriptors: Basic Skills, Communication Skills, Educational Research, Elementary Secondary Education, Listening Skills, Mathematics Instruction, Minimum Competencies, Program Content, Program Development, Reading Comprehension, Reading Instruction, Reading Skills, Speech Instruction, Teaching Methods, Writing Instruction, Writing Skills
Publication Type: Information Analyses; Reports - Research; Guides - Non-Classroom
Education Level: N/A
Sponsor: Department of Education, Washington, DC. Basic Skills Improvement Program.; National Inst. of Education (ED), Washington, DC.
Authoring Institution: CEMREL, Inc., St. Louis, MO.
Identifiers: Theory Practice Relationship
Note: For related document see CS 207 071.