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ERIC Number: ED267386
Record Type: RIE
Publication Date: 1985-Apr
Pages: 15
Abstractor: N/A
Reference Count: 0
Reading and Information Skills--A Functional Approach.
Merritt, John E.
The study of reading in restricted contexts ultimately short changes children. The continuous proliferation of research data results in teacher training courses that are overloaded with marginally relevant material. A vast number of "teachable skills" are isolated, and well-meaning publishers produce sophisticated but unnecessary materials; moreover, teachers and students waste valuable curriculum time on unnecessary or counter-productive activities. Evidence for these problems can be seen in international comparisons of attainment in countries that spend their resources in different ways, in studies comparing the efficacy of different teaching strategies, in the comparison of reading in school and the reading needed in everyday life. and in studies of the actual effects of efforts in schools in relation to the standards needed for literate survival. Standardized tests of reading based on materials used in teaching cannot indicate whether teachers' efforts are related to reality or anything about functional reading. Only when practical links between the work of the school and the everyday life of the community are forged, will an adequate curriculum for reading development be provided. (EL)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the SEAMEO Regional Language Seminar "Language across the Curriculum" (Singapore, April 22-26, 1985).