ERIC Number: ED038250
Record Type: RIE
Publication Date: 1969-Jan
Reference Count: 0
Entry Skills to Reading Using Classroom Management Strategies: A Position Statement.
Speiss, Madeleine; Olivero, James
The development of an entry skills behavior package designed as lessons to prepare the culturally divergent children of the Southwestern United States for beginning reading instruction in existing school programs is described. The series of 135 discrete lessons teaches auditory discrimination, associative vocabulary, listening comprehension, sensory attributes, numerical concepts, and matching. A greater number of lessons in the associative vocabulary area are included, since evidence shows that deficits attributable to culturally deprived children typically cluster in this factor. Content material is selected to minimize cultural bias and to focus on the needs of the target population. The classroom management strategies, including toys and other extrinsic rewards, are an essential feature of the program. The program is designed so that goals are always attainable and very high scores are expected. Other factors contributing to high scores are a short time-period for the presentation of single concepts (30 to 90 seconds); the same format for all lessons; testing immediately after each presentation; explanations of possible rewards given to the children prior to the lessons; and the use of multiple-choice responses rather than forms requiring expressive language. (CM)
Descriptors: Auditory Discrimination, Beginning Reading, Behavior Change, Behavioral Objectives, Cultural Differences, Learning Readiness, Listening Comprehension, Reading Readiness, Reading Skills, Reinforcement, Sensory Training, Spanish Americans, Spanish Speaking, Task Analysis, Vocabulary Development
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Southwestern Cooperative Educational Lab., Albuquerque, NM.