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ERIC Number: ED140265
Record Type: RIE
Publication Date: 1977-Apr
Pages: 27
Abstractor: N/A
Toward Competency-Based Reading Systems.
Quellmalz, Edys; And Others
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)
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 American Educational Research Association (New York, New York, April 1977) ; Reproduced from Best Copy Available