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ERIC Number: ED108132
Record Type: RIE
Publication Date: 1975-Mar
Pages: 10
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
A Confluent Reading/English Fundamentals Curriculum.
McCarthy, David N.
Confluent education holds that any learning involves the affective as well as the cognitive domain. Affective components are present in the student, in the subject matter, and in the relationship between the two. Affect and cognition can be brought into meaningful relationship or "confluence" in classroom lessons which teach reading and writing. Processes which may be used to accomplish this goal include group dynamics and Gestalt awareness exercises. The tools to be used in achieving confluence are reading and writing, the materials are standard curriculum materials, and the interests and concerns are those of students. These methods were used in a reading/writing fundamentals curriculum for a group of low-achieving students during a six-week summer session at a community college. A control group was given a curriculum which was identical except that the affective component was not intentionally structured. Pretests and posttests were administered to both groups. In comparison with the control group, the treatment group showed improvements in reading comprehension, work methods, and teacher approval, as well as significant improvements in self-concept. It is concluded, therefore, that it is possible to develop both learning skills and human potential within the same curriculum. (LL)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Western College Reading Association (8th, Anaheim, California, March 20-22, 1975)