In the spring of 1971, an initial version of a program to teach selected prereading skills was tried out in three kindergartens. The three visual skills to be taught by the program were attending to letter order, letter orientation, and word detail. The sound skills to be taught were sound matching and sound blending. The program materials for…

The accomplishments of the York International Conference on the Teaching and Learning of English held in 1971 are presented as the work of six commissions made up of conference participants. The participants were 100 Americans, 100 Canadians, and 250 British. Commission One addressed itself to English in the secondary school, ages 11-18;…

A PRESENTATION WAS MADE OF THE ANALYSIS OF BEHAVIOR THAT IS REQUIRED AS A FIRST STEP IN THE PROCESS OF DEVELOPING PROCEDURES AND MATERIALS FOR "DISCOVERY LEARNING." TEACHING BY THE DISCOVERY METHOD IS DESCRIBED AS REQUIRING THAT A MINIMUM OF STRUCTURED INSTRUCTIONAL SEQUENCE BE IMPOSED TO ALLOW THE CHILD TO (1) LEARN BY DISCOVERY AND (2)…

The effects of visual, and verbal/visual, preorganizers and postorganizers on the learning of unfamiliar information were evaluated in an experimental study involving 153 community college students. Pre- and postorganizers were used in connection with a 20-minute lesson on the theory of communication. A 25-item, multiple-choice criterion test was…

A review of literature regarding the communicative approach to language teaching discusses achievements and problems with this approach, language learning and the social self, speech and cognition, and reactive and proactive initiative. The need to develop language learning environments which will enhance proactive initiative and self-reliance in…

Discusses database searching as a method for developing thinking skills, and describes an activity suitable for fifth grade through high school using a president's and vice president's database. Teaching methods are presented, including student team activities, and worksheets designed for the AppleWorks database are included. (LRW)

Argues that students should exercise criticism in the classroom, but this criticism should not take the form of mere training in technical skills, indoctrination into a particular conceptual system, or theoretical speculation ungrounded in reality. (SRT)

Discusses various aspects of holistic education: (1) educators vary strategies to meet the educational need; (2) educators promote learning as a lifelong process; (3) educators accept that the learner retains ultimate responsibility for the learning process; and (4) evaluation strategies include all individuals involved in the teaching-learning…

This article examines how one business school measures performance, based on a "value-added" model. Addresses the need to know the results of the teaching-learning process, other than through course grades; to develop a system for determining to what extent students are actually benefitting from their training experiences; and to provide critical…

Reports on a study that investigated which of four modes of reading (oral reading to an audience, oral reading to oneself, silent reading, silent reading while listening) best facilitates fifth-grade students' comprehension. Concludes that for these students as a whole, comparable comprehension may be expected when they read to themselves or read…

Provides methods teachers can use to help remedial readers attack both monosyllabic and multisyllabic words they do not recognize. (FL)

Examines results of studies conducted at the City Colleges of Chicago's Center for the Improvement of Teaching and Learning on the characteristics of effective teachers (i.e., organized, student-oriented, encouraging student participation, and providing feedback) and effective students (i.e., involved, motivated, planning-oriented, selective, and…

Describes a preservice teacher education program of Gallaudet College where student teachers participate in the Instrumental Enrichment Program to develop their cognitive skills. Includes an illustrated model. (MD)

Describes dialogue journals, which provide natural, functional experiences with both reading and writing. Suggests guidelines for both their classroom implementation and for teachers' responses to children's journal entries. (FL)