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ERIC Number: ED177515
Record Type: Non-Journal
Publication Date: 1979
Pages: 23
Abstractor: N/A
Reference Count: N/A
Functional Job Literacy: Implications for Instruction.
Horne, G. Porter
Many secondary and postsecondary basic skills programs are designed to assist students whose ability to succeed in traditional subject matter instruction is in question. Research done in business, industry, and particularly in the military provides procedures that may increase the likelihood of success in such programs. Analyses of on-the-job reading and writing skills have included task analysis, the use of restricted vocabularies, readability of materials, the importance of listening or verbal ability, and the difference between reading demands on-the-job and during job training. The information gathered using these procedures is of less interest than the procedures themselves, since their use is designed to provide short term training on literacy tasks of immediate importance. The first major task in developing a literacy curriculum relevant to subject matter instruction is to identify specific literacy tasks involved in students' completion of subject matter instruction. General vocabulary and technical vocabularies for each subject should be established based on actual reading demands. The transfer of basic skills instruction to subject matter instruction will be more direct and may increase retention of the skills and retention of the high-risk student. (MKM)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Massachusetts State Coll. System, Boston.
Authoring Institution: Commonwealth Center for High Technology/Education, Wellesley, MA.