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552 pages 24 cm

552 pages 24 cm

552 pages 24 cm

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In a few urban elementary schools, in-depth, literature-based discussions are taking place under the Junior Great Books Program. For years, Junior Great Books has been a program available to limited numbers of students in special settings. Beginning in 1993, funding from the Ameritech Foundation allowed the Great Books Foundation to support the program as part of the regular curriculum in five urban school districts. Five years later, the Program has substantial evidence that its approach of engaging students in "shared inquiry" about literature's most abiding themes can thrive in high-poverty schools. Program staff have also learned that the implementation of Junior Great Books varies from school to school, classroom to classroom, and teacher to teacher depending on a variety of factors. This report provides a snapshot of three schools using the Junior Great Books Program. Information from the report was derived from site visits, participation in the Junior Great Books leader training, and participation in focus groups about the program. The report lists 10 specific lessons learned about the use of this program in urban schools. Taken together, the 10 lessons show that the poorest students in the United States can benefit from a high quality curriculum that provides all students with opportunities to engage with literature through reading and discussion. (SLD)

This document offers materials for a year-long course on general basic reading skills that was part of a workplace literacy project developed by Mercer County Community College (New Jersey), and its partners. The document contains the following: (1) outlines (each of which contains objectives, a topical outline, and list of textbooks) for two parts of the course; (2) diaries describing how a teacher conducted each part of the course; (3) lists of sample vocabulary; (4) lists of supplies, equipment, and procedures for particular work tasks (cleaning a restroom, cleaning a water fountain, and cleaning a showerroom); (5) handouts containing questions for the learner to answer in writing; and (6) spelling assignments. Ten references are listed. (CML)

The goal of this practice guide is to offer educators specific, evidence-based recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. This guide is a companion to the existing practice guide, "Improving Reading Comprehension in Kindergarten Through 3rd Grade", and as a set, these guides offer recommendations for preparing students to be successful readers. Both guides recommend some practices that can and should be implemented beginning in kindergarten, and both guides also suggest some instructional practices that can be implemented after students have mastered early reading skills. This guide synthesizes the best available research on foundational reading skills and shares practices that are supported by evidence. It is intended to be practical and easy for teachers to use. The guide includes many examples in each recommendation to demonstrate the concepts discussed. This guide provides teachers, reading coaches, principals, and other educators with instructional recommendations that can be implemented in conjunction with existing standards or curricula and does not recommend a particular curriculum. Teachers can use the guide when planning instruction to support the development of foundational reading skills among students in grades K-3 and in diverse contexts. Professional-development providers, program developers, and researchers can also use this guide. Professional-development providers can use the guide to implement evidence-based instruction and align instruction with state standards or to prompt teacher discussion in professional learning communities. Program developers can use the guide to create more effective early-reading curricula and interventions. Finally, researchers may find opportunities to test the effectiveness of various approaches to foundational reading education and explore gaps or variations in the reading-instruction literature. The following are appended: (1) Postscript from the Institute of Education Sciences; (2) About the Authors; (3) Disclosure of Potential Conflicts of Interest; and (4) Rationale for Evidence Ratings. A glossary is included. [For the companion guide, "Improving Reading Comprehension in Kindergarten through 3rd Grade: IES Practice Guide. NCEE 2010-4038," see ED512029.]

To better understand the early stages of literacy, a study investigated how young children learn about the registers of the written story genre. Subjects, 47 kindergraten children, were individually read to and then asked to "pretend-read" one or two selected picture storybooks on three consecutive days; their readings were audiotaped and their comments--with the adult's responses--were also recorded. Results of a textual-linguistic analysis showed that by the third reading, children's pretend readings were already close approximations of the actual text, although all of the children had been initially unfamiliar with the stories. Findings indicated (1) that these approximations could not be explained simply in terms of rote memory; and (2) that, by the time they reach kindergarten, children are fairly sensitive to written language registers; (3) that the development of these registers, characterized by various kinds of approximations and overextensions, is a constructive process in children's cognitive/linguistic development; and (4) that some element triggers children to create implicit rather than explicit meanings from texts, allowing them to learn to read by reading. Overall, findings suggested that the message dimension of written language provides an important continuity from prereading to reading. (The two stories used in the study, coding examples of the token types for each book, a 10-page bibliography, and extensive statistical data are appended.) (JD)

To better understand the early stages of literacy, a study investigated how young children learn about the registers of the written story genre. Subjects, 47 kindergraten children, were individually read to and then asked to "pretend-read" one or two selected picture storybooks on three consecutive days; their readings were audiotaped and their comments--with the adult's responses--were also recorded. Results of a textual-linguistic analysis showed that by the third reading, children's pretend readings were already close approximations of the actual text, although all of the children had been initially unfamiliar with the stories. Findings indicated (1) that these approximations could not be explained simply in terms of rote memory; and (2) that, by the time they reach kindergarten, children are fairly sensitive to written language registers; (3) that the development of these registers, characterized by various kinds of approximations and overextensions, is a constructive process in children's cognitive/linguistic development; and (4) that some element triggers children to create implicit rather than explicit meanings from texts, allowing them to learn to read by reading. Overall, findings suggested that the message dimension of written language provides an important continuity from prereading to reading. (The two stories used in the study, coding examples of the token types for each book, a 10-page bibliography, and extensive statistical data are appended.) (JD)

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Approved For Release 2008/10/31: CIA-RDP86M00886R002600030021-1 Central Intelligence Agency Washington, D.C. 20505 Public Affairs (703) 351-7676) DDCI: 15 May 1984 ?!'v gq*-( 6,~ ffq - 16a 4-i led rn Mr. Casey has declined to speak to the Business Council for International Understanding (BCIU) at an off-the-record informal dinner or luncheon. BCIU has now invited you to meet with them in his stead. This group would afford a good opportunity to wave the technical transfer flag. A meeting with the BCIU in a side trip to New York could be added to your pending appearance at the Whig-Cliosophic Society in Princeton, New Jersey sometime in the fall. Please indicate your preference. P Ore 306. STAT George V. L uder Accept Decline "Maybe Next Time" 17 MAY 1984. Approved For Release 2008/10/31: CIA-RDP86M00886R002600030021-1

Approved For Release 2000/09/14': CIA-RDP86-00244R000200520057-6 December lfl., 1964 PM. ORANDDM OF UNDLRSTAITDING AND AGREEN1NT FOR DESIGN AND CONSTRUCTION SERVICES Between General Services-Administration and. Central Intelligence Agency Name and Location of Project: Langley, Virginia Printing Plant Project No. 44152?, Cognizant Office: Public Buildings Service, Design Management Staff (PCDD)) Statutory References: The Military Construction Act of 1955 69 Stat. 25) 1A5al I CIA will provide equipment utilities roughing-in requirements and make necessary soil surveys and logs, provide six copies of site plan, two copies of boring data. Participation by Central Intelligence Agency: On November 23, 1964, it was agreed that General Services Administration would undertake to provide services of the scope described above by using its own facilities and personnel or by contract. GSA will endeavor to provide these services within the limits of costs of the numbered categories indicated on the attached sheet. The Central Intelligence Agency agrees to make available to GSA funds sufficient to cover the total estimated cost of the project. Whenever the scope of the services requested is changed, or whenever unforeseen circumstances require revisions in the cost estimates, it is agreed that this memorandum and any attachments thereto will be amended to indicate review and approval by both GSA and the Central Intelligence Agency. 1~ ~1 BY 324 or P.L. 84-161 Services Requested of GSA: Title IV. This project will consist of a two story, special purpose building on spread footings, based. on criteria as outlined in Report dated October 1964 for Proposed Printing Facility, prepared by 25X1A5a1 , to be designed generally in accordance, with Project Description and Estimate of Cost dated November 5, 1964. The plans and specifications to be prepared under this contract shall require for inclusion in the construction contract, but not be limited tog construction, approach work, appropriate landscaping, elevators, airconditioning, surface parking, all exterior utilities, extensions and connections to provide all the required utility services for this project, and a temporary office for construction engineer. ` William A S h i c m dt Title Tit lie Buildings servica, Approved For Release 206O)0bill4 : CIA-RDP86-00244R000200520057-6 FOIAb3b,

Approved For Release 2000/09/14': CIA-RDP86-00244R000200520057-6 December lfl., 1964 PM. ORANDDM OF UNDLRSTAITDING AND AGREEN1NT FOR DESIGN AND CONSTRUCTION SERVICES Between General Services-Administration and. Central Intelligence Agency Name and Location of Project: Langley, Virginia Printing Plant Project No. 44152?, Cognizant Office: Public Buildings Service, Design Management Staff (PCDD)) Statutory References: The Military Construction Act of 1955 69 Stat. 25) 1A5al I CIA will provide equipment utilities roughing-in requirements and make necessary soil surveys and logs, provide six copies of site plan, two copies of boring data. Participation by Central Intelligence Agency: On November 23, 1964, it was agreed that General Services Administration would undertake to provide services of the scope described above by using its own facilities and personnel or by contract. GSA will endeavor to provide these services within the limits of costs of the numbered categories indicated on the attached sheet. The Central Intelligence Agency agrees to make available to GSA funds sufficient to cover the total estimated cost of the project. Whenever the scope of the services requested is changed, or whenever unforeseen circumstances require revisions in the cost estimates, it is agreed that this memorandum and any attachments thereto will be amended to indicate review and approval by both GSA and the Central Intelligence Agency. 1~ ~1 BY 324 or P.L. 84-161 Services Requested of GSA: Title IV. This project will consist of a two story, special purpose building on spread footings, based. on criteria as outlined in Report dated October 1964 for Proposed Printing Facility, prepared by 25X1A5a1 , to be designed generally in accordance, with Project Description and Estimate of Cost dated November 5, 1964. The plans and specifications to be prepared under this contract shall require for inclusion in the construction contract, but not be limited tog construction, approach work, appropriate landscaping, elevators, airconditioning, surface parking, all exterior utilities, extensions and connections to provide all the required utility services for this project, and a temporary office for construction engineer. ` William A S h i c m dt Title Tit lie Buildings servica, Approved For Release 206O)0bill4 : CIA-RDP86-00244R000200520057-6 FOIAb3b,

235 pages :

For their 61st annual conference, the Association of Literacy Educators and Researchers (ALER) met in St. Petersburg, Florida. This year's conference theme was "Engaging All Readers through Explorations of Literacy, Language, and Culture," which was also used as the title for this year's "Yearbook." This "Yearbook" contains articles about innovative strategies for teachers and teacher leaders, research trends within teacher education programs, and innovative and seminal strategies for preservice teachers. Included are double-peer reviewed papers, the presidential address, and the keynote address: (1) Systems Without a Process: Know What To Do and Then Do It Well (David D. Paige); (2) Reclaiming Creative Literacy Practices (Thomas W. Bean); (3) Understanding Reasoning and Academic Language in Economics (Chang Yuan); (4) "There Might Be Words on the Screen, but it's Not the Same": Engaging Tweens in Literacy through Minecraft Book Groups (Carolyn Stufft); (5) Stranger than Nonfiction: Identifying and Modeling Text Structures in Fiction Picturebooks (Tracey S. Hodges and Sharon D. Matthews); (6) "Es Lo Que Hacemos"/It's What We Do: Translanguaging to Make Meaning During Read Alouds (Erin Greeter); (7) Research on Reader's Theater (Faida Stokes and Chase Young); (8) What DO they do all day?: Field Experiences in Literacy Coaching (Katherine Brodeur, Susan Massey, Lisa Ortmann, and Cynthia Bertelsen); (9) The Engaged Learning Model: The Impact of Digital Literacy and Problem-Based Learning on Fourth Graders' Vocabulary and General Reading Outcomes (James E. Gentry, Chris Sloan, and Robin Pate); (10) Teachers Implementing Coaching Mindsets: A Path to Literacy Leadership (Aimee Morewood, Susan Taylor, Julie Ankrum, Allison Swan Dagen, and Angela Curfman); (11) High Stakes Testing in Teacher Education: Responses and Implications (Maryann Mraz, Bob Rickelman, S. Michael Putman, Paola Pilonieta, and Jean Vintinner); (12) The Lasting Impact of a University Common Reading Program (Kristen Ferguson, Natalya Brown, and Linda Piper); (13) Honoring All of the Language Arts: A Constructivist Approach to Preservice Teachers' Classroom Observations (Delane Bender-Slack and Teresa Young); (14) Preservice Teachers' Sense of Efficacy for Literacy Instruction: Examination of an Undergraduate Delivery System (Corinne Valadez, Tomas Espinosa, Johnathan Hill, and Maureen Sullivan); (15) Cohort Participation: Impact on Personal Learning Networks (Caryssa K. Retrum, Elizabeth Alderton, Glady Van Harpen, and Stephanie Bernander); (16) Disrupting the University Curriculum: Engaging Preservice Teachers in a Study Abroad "Passport" Activity (Virginia R. Massaro, Joan A. Rhodes, and Sharon Zumbrunn); (17) "If You're Not Reading, You're Not Growing": Exploring the Reading Habits of Preservice Teachers in a Children's Literature Course (Bethanie Pletcher and Tomas Espinosa); (18) Shaping and Being Shaped: Exploring Preservice Teachers' Literacy Autobiographies (Stacey J. Korson and Connie Beckner Hodge); (19) Supporting Literacy Teaching Through Rehearsal (Nicholas Husbye); (20) Phonics and Phonemic Awareness in a Teacher Preparation Program: An Analysis of the Achievement and Perceptions of Pre-Service Teachers (Stacey Bose); (21) The Power of Family Involvement: Preparing Preservice Teachers to Understand More about the Out of School Literacy Lives and Cultures of Children (Kathryn V. Dixon, Martha M. Foote, and Juan J. Araujo with Rhonda Clark, Carol Revelle, and Tami Morton); (22) Supporting the Literacy Development of At-Risk First Time College Students through the Exploration of Language and Culture (Connie Briggs, Patricia A. Watson, and Ivan Dole); and (23) Exploring the Reading Strategy Use of EFL College Students: Tri-lingual Chinese Students Attending a University in Korea (Kay Hong-Nam and Susan Szabo). [For the Thirty-Ninth Yearbook, see ED594524.]

Health statements frequently include explicit sentential negation: negative phrases that feature the negators 'no' or 'not', such as, 'This drug should not be taken on an empty stomach' (Burgers et al., 2015; Ibrahim & Idrus, 2021). There is, however, little understanding of (a) whether health statements with explicit sentential negation, as compared to positive health statements, are attended, understood and remembered with more difficulty; and (b) whether increased negation salience improves readers’ performance. Four online experiments and one eye tracking experiment were run to assess the effects of negation on the processing of health statements. In Experiment 1, participants read the statements normally for comprehension and pressed a key to indicate that they had finished reading (https://osf.io/s7gr9). Participants also answered comprehension questions immediately after reading each statement and in a delayed block. The designs of Experiment 2 and Experiment 3 were similar to that of Experiment 1, except that participants were instructed to skim read the statements. The statements were presented on screen for a limited duration to encourage skim reading, corresponding to 365 words per minute in Experiment 2 (https://osf.io/v8uk6), and 450 words per minute in Experiment 3 (https://osf.io/7tb8f). In Experiment 4 (https://osf.io/ys6m5), participants read the statements normally for comprehension, but only responded to comprehension questions in a delayed block. In Experiment 5 (https://osf.io/wy7d3), the statements were presented on screen for a limited duration to encourage skim reading, corresponding to 450 words per minute. In addition, readers eye movements were recorded. In each experiment, health statements, in the form of whole sentences, were presented to young adults aged 18-35. The statements were presented in three conditions: without negation, with negation (i.e. with the addition of ‘no’ or ‘not’) and with salient negation. In the salient condition, the negator (‘no’ or ‘not’) was bold and underlined. Sentence reading time (Expts 1 and 4) and evaluation time (Expts 1-5) were assessed, along with accuracy on comprehension questions presented at the two time-points (Expts 1-3, 5) to test for differences in understanding and remembering respectively; or at the delayed time-point only (Expt 4). In Expt 5, eye movement measures will be assessed. At present, the data for Expt 5 has not been analysed. The online experiments overall revealed that comprehension accuracy was poorer for statements containing negations, but that this effect was diminished when negations were made more visually salient. One possibility is that poorer comprehension and memory of negation may be linked to skipping of the negators. Short and commonly used negators such as 'no' and 'not' may be fixated less often. Research indicates that skipped words may not be processed to the same level as fixated words (Eskenazi & Folk, 2014). Therefore, if negators are skipped, this may result in less accurate understanding and remembering of health statements with negation. Making the negator more salient may reduce the likelihood that it is skipped. The current experiment aims to determine whether poor comprehension of negated statements is driven by eye movement behaviour. Participants will be instructed to read health statements, with their eye-movements being recorded to provide precise temporal and spatial information for online reading behaviour. Participants will answer comprehension questions immediately, after reading each statement, and in a delayed block. Crucially, this experiment aims to test whether making the negator salient results in modulation of reading behaviour, e.g. lower likelihood of skipping the negator, and longer fixation times on or after the negator; and whether these differences in eye-movement patterns are related to better comprehension for statements with salient negation.

Health statements frequently include explicit sentential negation: negative phrases that feature the negators 'no' or 'not', such as, 'This drug should not be taken on an empty stomach' (Burgers et al., 2015; Ibrahim & Idrus, 2021). There is, however, little understanding of (a) whether health statements with explicit sentential negation, as compared to positive health statements, are attended, understood and remembered with more difficulty; and (b) whether increased negation salience improves readers’ performance. Four online experiments and one eye tracking experiment were run to assess the effects of negation on the processing of health statements. In Experiment 1, participants read the statements normally for comprehension and pressed a key to indicate that they had finished reading (https://osf.io/s7gr9). Participants also answered comprehension questions immediately after reading each statement and in a delayed block. The designs of Experiment 2 and Experiment 3 were similar to that of Experiment 1, except that participants were instructed to skim read the statements. The statements were presented on screen for a limited duration to encourage skim reading, corresponding to 365 words per minute in Experiment 2 (https://osf.io/v8uk6), and 450 words per minute in Experiment 3 (https://osf.io/7tb8f). In Experiment 4 (https://osf.io/ys6m5), participants read the statements normally for comprehension, but only responded to comprehension questions in a delayed block. In Experiment 5 (https://osf.io/wy7d3), the statements were presented on screen for a limited duration to encourage skim reading, corresponding to 450 words per minute. In addition, readers eye movements were recorded. In each experiment, health statements, in the form of whole sentences, were presented to young adults aged 18-35. The statements were presented in three conditions: without negation, with negation (i.e. with the addition of ‘no’ or ‘not’) and with salient negation. In the salient condition, the negator (‘no’ or ‘not’) was bold and underlined. Sentence reading time (Expts 1 and 4) and evaluation time (Expts 1-5) were assessed, along with accuracy on comprehension questions presented at the two time-points (Expts 1-3, 5) to test for differences in understanding and remembering respectively; or at the delayed time-point only (Expt 4). In Expt 5, eye movement measures will be assessed. At present, the data for Expt 5 has not been analysed. The online experiments overall revealed that comprehension accuracy was poorer for statements containing negations, but that this effect was diminished when negations were made more visually salient. One possibility is that poorer comprehension and memory of negation may be linked to skipping of the negators. Short and commonly used negators such as 'no' and 'not' may be fixated less often. Research indicates that skipped words may not be processed to the same level as fixated words (Eskenazi & Folk, 2014). Therefore, if negators are skipped, this may result in less accurate understanding and remembering of health statements with negation. Making the negator more salient may reduce the likelihood that it is skipped. The current experiment aims to determine whether poor comprehension of negated statements is driven by eye movement behaviour. Participants will be instructed to read health statements, with their eye-movements being recorded to provide precise temporal and spatial information for online reading behaviour. Participants will answer comprehension questions immediately, after reading each statement, and in a delayed block. Crucially, this experiment aims to test whether making the negator salient results in modulation of reading behaviour, e.g. lower likelihood of skipping the negator, and longer fixation times on or after the negator; and whether these differences in eye-movement patterns are related to better comprehension for statements with salient negation.

Literacy is essential for societal success, education, and employment (Cooper et al., 2014). In alphabetic languages, teaching children systematic letter-sound relationships enables them to read words aloud (phonic decoding), allowing them access to word meanings based on their oral vocabulary knowledge. This is described as the print-to-sound-to-meaning pathway (Coltheart et al., 2001; Gough & Tunmer, 1986; Harm & Seidenberg, 2004). Theories propose that children then build a direct print-to-meaning pathway, which is ultimately a more efficient way to comprehend text. However, extensive reading experience is needed to build these direct mappings, since they are not systematic and therefore require whole-word knowledge (e.g., the meaning of CAP is unrelated to CAT, CUP, or TAP; Coltheart et al., 2001; Harm & Seidenberg, 2004). There is limited evidence supporting the idea that reading experience drives a shift from phonic decoding to whole-word reading. For example, older relative to younger children show reduced effects of print-to-sound consistency (Grainger et al., 2012; Waters et al., 1984) and word length (Kwok et al., 2017; Zoccolotti et al., 2005). However, we do not know how consistency and length effects develop longitudinally due to real-world experience with words. This longitudinal study therefore investigates if children’s reliance on phonic decoding when reading year 5 curriculum words decreases over the school year in which they learn them. More specifically, it will compare how word length and spelling-to-sound consistency influence children’s reading accuracy and response time at the end of year 4 (before they have experience with these words) and again at the end of year 5 (after they have experience with these words). It will also test if word spelling (precision of whole-word written form knowledge) and/or understanding (whole-word meaning knowledge) of these same items predicts improvements in reading response time and accuracy. Results will be relevant for optimising literacy instruction since they will show how reading efficiency is supported by the precision of children’s spelling and understanding of words. ​​References​ Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001). DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108(1), 204–256. https://doi.org/10.1037/0033-295X.108.1.204 Cooper, B. R., Moore, J. E., Powers, C. J., Cleveland, M., & Greenberg, M. T. (2014). Patterns of early reading and social skills associated with academic success in elementary School. Early Education and Development, 25(8), 1248–1264. https://doi.org/10.1080/10409289.2014.932236 Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10. https://doi.org/10.1177/074193258600700104 Grainger, J., Lété, B., Bertand, D., Dufau, S., & Ziegler, J. C. (2012). Evidence for multiple routes in learning to read. Cognition, 123(2), 280–292. https://doi.org/10.1016/j.cognition.2012.01.003 Harm, M. W., & Seidenberg, M. S. (2004). Computing the meanings of words in reading: Cooperative division of labor between visual and phonological processes. Psychological Review, 111(3), 662–720. https://doi.org/10.1037/0033-295X.111.3.662 Kwok, R. K. W., Cuetos, F., Avdyli, R., & Ellis, A. W. (2017). Reading and Lexicalization in Opaque and Transparent Orthographies: Word Naming and Word Learning in English and Spanish. Quarterly Journal of Experimental Psychology, 70(10), 2105–2129. https://doi.org/10.1080/17470218.2016.1223705 Waters, G. S., Seidenberg, M. S., & Bruck, M. (1984). Children’s and adults’ use of spelling-sound information in three reading tasks. Memory & Cognition, 12(3), 293–305. https://doi.org/10.3758/BF03197678 Zoccolotti, P., De Luca, M., Di Pace, E., Gasperini, F., Judica, A., & Spinelli, D. (2005). Word length effect in early reading and in developmental dyslexia. Brain and Language, 93(3), 369–373. https://doi.org/10.1016/j.bandl.2004.10.010

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Live discussion group of "Understanding the Network Traffic Constraints for Deep Packet Inspection by Passive Measurement" , as scheduled on the BBS forum . Links for references that are mentioned throughout: 00:39: Discussion thread 00:42: Paper PDF 08:06: DPDK 27:47: Your State is Not Mine: A Closer Look at Evading Stateful Internet Censorship 31:16: Evaluating routing asymmetry by passive flow measurements with spark 42:22: Secure asymmetry and deployability for decoy routing systems

This study comprises a survey of physics teachers in Styria, Austria, addressing the requirements of the new curriculum for secondary schools. This curriculum places particular emphasis on language education and reading and demands their implicit integration into physics classes. The significance of language education in the physics curriculum, as outlined in the Federal Legal Information System (Rechtsinformationssystem des Bundes [RIS] 2023), highlights the overarching theme of "Language Education and Reading" and the general didactic principle 7, "Language-sensitive subject teaching takes place in all subjects." However, previous studies (Vojíř & Rusek, 2022) indicate that the curriculum's impact largely depends on the teachers and individual schools. Therefore, the survey aims to capture the attitudes of physics teachers towards the new curriculum, especially their perception of language education and reading. Due to the movement towards language-aware subject teaching, the importance of language actions in various tasks, including reading tasks, has increased (Abraham & Saxalber, 2016; Reitbrecht & Sorger, 2018). The survey also examines teachers' familiarity with these language action verbs, such as describing and explaining. Furthermore, the survey investigates whether and how teachers incorporate these operators into their exam tasks. This study aims to provide insights from the teachers' perspective on the current implementation of the new curriculum and to assess the extent to which language education and reading are integrated into physics instruction.

This study comprises a survey of physics teachers in Styria, Austria, addressing the requirements of the new curriculum for secondary schools. This curriculum places particular emphasis on language education and reading and demands their implicit integration into physics classes. The significance of language education in the physics curriculum, as outlined in the Federal Legal Information System (Rechtsinformationssystem des Bundes [RIS] 2023), highlights the overarching theme of "Language Education and Reading" and the general didactic principle 7, "Language-sensitive subject teaching takes place in all subjects." However, previous studies (Vojíř & Rusek, 2022) indicate that the curriculum's impact largely depends on the teachers and individual schools. Therefore, the survey aims to capture the attitudes of physics teachers towards the new curriculum, especially their perception of language education and reading. Due to the movement towards language-aware subject teaching, the importance of language actions in various tasks, including reading tasks, has increased (Abraham & Saxalber, 2016; Reitbrecht & Sorger, 2018). The survey also examines teachers' familiarity with these language action verbs, such as describing and explaining. Furthermore, the survey investigates whether and how teachers incorporate these operators into their exam tasks. This study aims to provide insights from the teachers' perspective on the current implementation of the new curriculum and to assess the extent to which language education and reading are integrated into physics instruction.

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Approved For Rltse 2002/02/11 : CIA-RDP78-03527A400270014-8 THE AMERICAN UNIVERSITY SCHOOL OF INTERNATIONAL SERVICE BUSINESS COUNCIL FOR INTERNATIONAL UNDERSTANDING TRAINING PROGRAM FOR INTERNATIONAL BUSINESS EXECUTIVES TWELFTH SESSION ~~ . / 9 6 i) NAMES OF PARTICIPANT SPONSORING COMPANY POSITION & COUNTRY OF ASSiGWWMENT AFRICA- ROUTHIER, Roland M. Texas Petroleum Company Manager, Morocco, Casablanca and Helen INDIA,. LANGEFELD, Carl W. Mer?ck. Sharp & Dohne Into installation Engineer. and Else H. Bombay, India BATTISTELLA. Richard F. Union Carbide Int, Co. Engineer, India and Garnet LATIN AMERICA: GATENBY. William A. Texas Petroleum Company Chief Petroleum Engineer, and Eileen Caracas, Venezuela 3PAG, Fred Da Omens-Corning Fiberglas Corp,, Staff Engineer, Chile O'CONNOR, John M,. Bolivia California Petroleum Manager, Land & Legal, and Catherine Cor(Standard Oil Co-of Calif.,) La Paz, Bolivia ,.BARKER, Bernard T. Franklin Baker Company of President & General Manager, and Ciarida A. the Philippines Philippines NEWMAN, R,, J, International Milling Co. Branch Manager Production and Marie Consultant, Philippines WESTERN EUROPE,. U,IAMERSCHLAG a, James J. California Texas Oil Corp, Son io , Assistant to Area tk nager w UK and E Ire HILTY, Donald P. Ohio Oil Company Economic Analyst and Carolyn ILLM.ANO P. En, Jr. J00DRUFF Trans World Airlines Assist,, to Director of Ground ,;raining American Machine Foundry Co? Geneva, Switzerland OH?io Oil Company Attorney, International Production Organization Approved For Release 2002/02/11 : CIA-RDP78-03527A000400270014-8 Approved For Rse 2002/02/11 : CIA-RDP78-03527A0400270014-8 THE AMERICAN UNIVERSITY SCHOOL OF INTERNATIONAL SERVICE BUSINESS COUNCIL FOR INTERNATIONAL UNDERSTANDING TRAINING PROGRAM FOR INTERNATIONAL BUSINESS EXECUTIVES TWELF H SESSION MPOSITION OF CLASS There are thirteen participants. Six have had foreign experience and travel. Five others have had some foreign travel. With the possible exception of one, all have at least a bachelor's degree, four in engineering. Two have law degrees and three have master's degrees. the age range Is from 25 to 57. The average age is 39. Eight of the thirteen are Positions held cover a range including President, General Manager of the Local company, Overseas Branch Manager, Attorney, Assistant to the Director of Training, or Assistant to the Regional Manager, Engineers and Economic Analysts. Foreign posts are.- Two for the Philippines, two for India, one for Venezuela, o;mme for Chile, one for Bolivia, one for Switzerland, one for Morocco and four with base in the U.S. offices of their companies. Eleven of the group are U.S. citizens, One is Swiss, and one is Canadian. Approved For Release 2002/02/11 : CIA-RDP78-03527A000400270014-8

Approved For Release 2003/07/31 : CIA-RDP80R01731R001700280005-3 mop SUBJECT: .1 I'Clt: Ir. ilec.con ttatemr:t of Understanding and. Agreolienl, Used in Connection with Apr)licati:,rs' for -a vent with the Agency. With reference to rej memoranda-1 of 20 October 1551i above subjec L an1 to our conversation of yesterd.sv, there is attached a rwisec orsion of iy suggested paper to le rookle first sten _in all a- -,lications for cerisloymeat by the kiency. The lvlsic tought behind this paper is twofold: that applicants understand at the tise of applrat; where the.; star I regardf_ng, employ:1=i, rith the Agency - not after a cast -As developed :nto a ;ftiatnrequ1rin,7, the int .rventi Office of 1-1.e Insp. c: Lor -Fence-al, and that th ',111 UrtiCilt.ndta 7 be made a natter rcc-n--;!. Probl:fly neithe:. thir -fro-v_ssed. procedure nor ark,- ot-er ;?:culd be /00 percent efftiT hu _ feel that !_7 r;that her wt.bsurrx:-.E-to vrot:1 d :saw 9 a desirable Lifer t ri a high ,e a:' t refusals. There is a35o attached a 514:1,7ec t-34 fere letter be to unsuccessfu2 ar_ralicants vten it is felt the fact ii atv !_ne make fun-doh/nu, a w?itten -9tatenlart zelilrvriate. WG: ick (20 !:Tovevl:er 1 Enclosures: 2. Paper "To All . . . etc. 2. Porn Letter Approved For Release 2003/07/31 : CIA-RDP80R01731R001700280005-3 Approved For Release 2003/07/31 : CIA-RDP80R01731R001700280005-3 To all, persons applying fo-1.- eapleynent with the Central Intelligence Agency: This paper ::s the .f.t?--3t ate in applying foreztolo!haerr-r:.'. Jrt.' Celt 111t1 t. status with the Central L-ntelligence Agency. No application pr :ceet beyond this first step if the apolicant is not in agreenert conditions stated below. General. Considerations: 1. The National :3ocuriti Let of 24 July 1947 - eitatior -whJc1 created the Central intor.j7ence Agency :-)laces nor the Loc t it responsibilitz, ( "Co advise the National ziecnrit,- Council ix re.c.1,m'E coacer-ling such Lnteilirence aciiirities of tte-goveralerrt, departnents and aFenc tho nat.1 vial. ec,17 'kr; (2) $1'20 MO) reenTrienk ationa to the Nett Jnal Secur: Council :or the ccordination of such intelligerce activities of the departments aud agencies of t Governisent 13 releta to the national secur1t-4-; (3) 453 correlate and evaluate intelligence relatiug to the national security, and IrOVICie for the appronries.1 diescualnatioh of suci, intelligence within the Cc.nru.-(14) "re performs, for the benefit of the ecristik; Letc.11-i-game agencies, such additional services of colmon concern as the National 54-uritlit- Comeil determines can be more offtnierrtly accosrplishect centrally; ar.d (5) "To perform such otner funoi,ions end duties mlate,: to intelligence affecting the national sectx, itg National Security 3ouncil may fr.= tile to Uzi The special character of tlis national responsibility requr3 the Acne to maintain correepondingl; special epploynent criteria dtitorTit fr the routine or normal ennlo:,-ment standards of other Goverment [147)112- nenT. Approved For Release 2003/07/31 : CIA-RDP80R01731R001700280005-3 Approved For Release 2003/07/31 : CIA-RDP80R01731R001700280005-3 - 2 - and agencies which do not rc the highly sensitive responsiAiity 'iTTLii 'by the Central Intell_igence Agene. It rollows tha', the invest or applicants prerequisite to their acceptance on a permanent baste a time-conaurdng process. This is called "clearalcoo 2. ?allure of an app2.icant to 1: c cleared -,3a; come about in el two way's: a. Clearenccz ri vi7:71Z-11.;;-7 Cik2 ire a ninidus of six weeks., circumstr..1,cesSU flL oLie Applications require such .3o:ter:sive Investigatn -Lhatth placed the Agency' 3 inves tii3; t I: t:-tat nett oblie,es e cstablishxt, of, al- cut31.-..- snffici set positive evidence to (dk-,Ex arv: .icalt U n?JC. ?btatnetl vrith is tile t arie the inv, ? Tati!.on 1i droppxi ark.)licaot

Memorandum of Conversation DATE: July 13, 1965 B.1CT: Japan Council for International Understanding, Southeast Asian Develop- ment, Japanese Attitudes Re Viet-Nam, and Okinawa i'1lRT1C1P/i-N''B. Nobutaka Shilcanai, President, Nippon Broadcasting System and F Qi J Telecasting Company, Ltd., Tokyo, Japan Francis Yoshimura, Director, International Relations Department, Fuji Telecasting Company, Ltd., Tokyo, Japan Paul Shikanai, Son of Nobutaka Shikanai. Robert A. Fearey, Director for East As:iatn Affairs COPIES TO: Carl G. Seasword, International Relations Officer, EA/J FE - 2 American Embassy TOKYO - (2cc) - 2 EA.. (3cc) - 2 S/P _ 1 FE/P -- 1 INR - 8 RS en unable to meet with him. 1. The J an Council for International Understanding - Mr. Shikanai said meetings, as during the 1965 visit of Mr. Rostow and the 1962 visit of Senator that the Japan Council for International Understanding JCIU), of which he is an Executive Member, is a private organization interested in fostering the exchange of persons and ideas between Japan and other countries. While the purposes of the JCIU were spelled out in a report he would leave with Mr. Fearey, he wished to point out that leftist demonstrators and agitators had often frustrated public plan. rnIs plan snouia move rorwarct now and not wait until the fighting has stopped. Shikanai said that the Japanese people connect the Southeast Asian 2. Southeast Asian Development - Referring to the JCIU's rep ort on an ``fir c, "Asian Development Corporation", Mr. Fearey emphasized the importfgnof Japan's rtle-tri"n a l 44r+r. --ln -;- ,-++?,.-..-. -...d.d...,. _sr__br--- n.I, Robert Kennedy, when the Senator was Attorney General. The JCIU hopes to create conditions conducive to a frank and uninterrupted exchange of views. Shikanai added that he had come to the United States as a "special envoy" ofJCIU to arrange the establishment of an American counterpart organization ar"! c.o present three studies prepared by the JCIU concerning an "Asian Developtnert Corporation", trade with Communist China, and Okinawa. Mr. Fearey expressed keen int:_fk-' -:'t in this project and said that he and his associates would read the three ...,,u -es with much interest. FORM 9.01 r84 For Release2DO4(Q' /a2_:,CI ;E2C J$Q0446ROd0306 0009- ( j State Department review completed Approved For Release 2004/01/12 CIA-RDP67B00446R000300260009-8 Approved For Release 2004/01/12 : CIA-RDP67B00446R000300200009-8 UNCLA. S1Yilm development plan with the Viet-Nam military situation. The Japanese Govern- ment, not wishing to risk its political life, probably will move ahead slowly. 3. Japanese Attitudes on Viet-Nam -- Shikanai said U.S.-Japanese relations were never better prior to the development of the present situ- ation in Viet-Nam. "Escalation" of the conflict, particularly the bombing of North Viet.-Nam, has resulted in a loss of Japanese sympathy and support for the U.S. The Japanese media have played up the "U.S. escalation" of the conflict while neglecting to mention the Communist direction of the Viet Cong's activities and Viet Cong atrocities. Thanks to Mr. Rostow's visit, some progress has been made in bringing the full picture before the Japanese. The Japanese, however, still do not completely understand the issues involved, and continued efforts by both the U.S. and informed Japanese are needed to fill in the gaps in their knowledge. Mr. Fearey agreed on the importance of this joint effort. The U.S. will continue to contribute all it can but main reliance must be on responsible Japanese leaders and media. Education of Japanese in the realities'of the Communist-Free World conflict must be mainly by Japanese -- not by outsiders, who will always be considered prejudiced. 4. Okinawa --- Shikanal said that it was important for the U.S. position in Okinawa that the conservatives win the forthcoming November election for the Okinawan legislature. He said that he had arranged with the Liberal Democratic Party (LDP) in Japan to extend financial aid to Okinawan conserva- tives, and had urged Prime Minister Sato to visit Okinawa before the November election as an indication of LDP support for Okinawan conservatives. In his meetings with Congressmen Morgan, McCormack, Zablocki and Matsunaga on July 13 he had urged that a Congressional delegation visit Okinawa before the election. Mr. Fearey said that we were extremely conscious of the importance of the November election and welcomed Prime Minister Sato's acceptance of the High Commissioner's invitation to visit Okinawa. UNCLASSIFIED 'Approved For Release 2004/01/12 : CIA-RDP67B00446R000300200009-8

Memorandum of Conversation DATE: July 13, 1965 B.1CT: Japan Council for International Understanding, Southeast Asian Develop- ment, Japanese Attitudes Re Viet-Nam, and Okinawa i'1lRT1C1P/i-N''B. Nobutaka Shilcanai, President, Nippon Broadcasting System and F Qi J Telecasting Company, Ltd., Tokyo, Japan Francis Yoshimura, Director, International Relations Department, Fuji Telecasting Company, Ltd., Tokyo, Japan Paul Shikanai, Son of Nobutaka Shikanai. Robert A. Fearey, Director for East As:iatn Affairs COPIES TO: Carl G. Seasword, International Relations Officer, EA/J FE - 2 American Embassy TOKYO - (2cc) - 2 EA.. (3cc) - 2 S/P _ 1 FE/P -- 1 INR - 8 RS en unable to meet with him. 1. The J an Council for International Understanding - Mr. Shikanai said meetings, as during the 1965 visit of Mr. Rostow and the 1962 visit of Senator that the Japan Council for International Understanding JCIU), of which he is an Executive Member, is a private organization interested in fostering the exchange of persons and ideas between Japan and other countries. While the purposes of the JCIU were spelled out in a report he would leave with Mr. Fearey, he wished to point out that leftist demonstrators and agitators had often frustrated public plan. rnIs plan snouia move rorwarct now and not wait until the fighting has stopped. Shikanai said that the Japanese people connect the Southeast Asian 2. Southeast Asian Development - Referring to the JCIU's rep ort on an ``fir c, "Asian Development Corporation", Mr. Fearey emphasized the importfgnof Japan's rtle-tri"n a l 44r+r. --ln -;- ,-++?,.-..-. -...d.d...,. _sr__br--- n.I, Robert Kennedy, when the Senator was Attorney General. The JCIU hopes to create conditions conducive to a frank and uninterrupted exchange of views. Shikanai added that he had come to the United States as a "special envoy" ofJCIU to arrange the establishment of an American counterpart organization ar"! c.o present three studies prepared by the JCIU concerning an "Asian Developtnert Corporation", trade with Communist China, and Okinawa. Mr. Fearey expressed keen int:_fk-' -:'t in this project and said that he and his associates would read the three ...,,u -es with much interest. FORM 9.01 r84 For Release2DO4(Q' /a2_:,CI ;E2C J$Q0446ROd0306 0009- ( j State Department review completed Approved For Release 2004/01/12 CIA-RDP67B00446R000300260009-8 Approved For Release 2004/01/12 : CIA-RDP67B00446R000300200009-8 UNCLA. S1Yilm development plan with the Viet-Nam military situation. The Japanese Govern- ment, not wishing to risk its political life, probably will move ahead slowly. 3. Japanese Attitudes on Viet-Nam -- Shikanai said U.S.-Japanese relations were never better prior to the development of the present situ- ation in Viet-Nam. "Escalation" of the conflict, particularly the bombing of North Viet.-Nam, has resulted in a loss of Japanese sympathy and support for the U.S. The Japanese media have played up the "U.S. escalation" of the conflict while neglecting to mention the Communist direction of the Viet Cong's activities and Viet Cong atrocities. Thanks to Mr. Rostow's visit, some progress has been made in bringing the full picture before the Japanese. The Japanese, however, still do not completely understand the issues involved, and continued efforts by both the U.S. and informed Japanese are needed to fill in the gaps in their knowledge. Mr. Fearey agreed on the importance of this joint effort. The U.S. will continue to contribute all it can but main reliance must be on responsible Japanese leaders and media. Education of Japanese in the realities'of the Communist-Free World conflict must be mainly by Japanese -- not by outsiders, who will always be considered prejudiced. 4. Okinawa --- Shikanal said that it was important for the U.S. position in Okinawa that the conservatives win the forthcoming November election for the Okinawan legislature. He said that he had arranged with the Liberal Democratic Party (LDP) in Japan to extend financial aid to Okinawan conserva- tives, and had urged Prime Minister Sato to visit Okinawa before the November election as an indication of LDP support for Okinawan conservatives. In his meetings with Congressmen Morgan, McCormack, Zablocki and Matsunaga on July 13 he had urged that a Congressional delegation visit Okinawa before the election. Mr. Fearey said that we were extremely conscious of the importance of the November election and welcomed Prime Minister Sato's acceptance of the High Commissioner's invitation to visit Okinawa. UNCLASSIFIED 'Approved For Release 2004/01/12 : CIA-RDP67B00446R000300200009-8

-Director of Trail FROM Security Officer, CIA a. The Office of Training will be responsible for general administration of Lie training pro)nrarn, ncluding preparation and dissemination of course announcements, processing of applications and final registration of accepted trairiees. Furthermore, t re Office! of Training will supply training g-uidannce, training aids and other support as needed, including: the use of training areas and equipment to the extent available to that Office and suitable for polygraph training. ce The Inspection and Security Gific- will bed responsible for the control and presentation of all technical aspects of polygraph training. StIJbCT Memorandum of Understanding Regarding the Resr_onsibiliti es for 25X1A13c 25X1A13c I I and upon his suitability for entrance =r.fter training into, the Agency's polygraph activities. Ttiis includes t, e privilege of terminating toe training of ability of any applicant for polygraph training- any trainee determined to be unsuitable for tree work. ' """P I:ygrap i Training for Central Intelligence Agency 1. In order to establish respcnsi_bliti es for polygraph 25X1A9a training in CIA, a conference was held on 23 July, attended by 25X1A9a Deputy Director of Training (Spec_i al), II 5X1A9a Office of Training, and and of Inspection an security 077ce. 25X1A9a~ 2. The above parties agreed to the f'c;llowirc' division of responsibilities between the two Offices: e. 1&-10 will make final determination on the suit- hoc RIVT~'____ SRC r 1.S ?LQ#00MP6QQQ8Qar12 0LJ - 25X1A13c f. I& O WI-11 ox'arci_uc; f,x4:iu.3.ve ri.j,riL to s

Approved For Release 2002/&IilWrCIA-RDP80-01826 R001000130011-9 25X1A . -_ 100 o M *"m** I Iti" 1 Th* i ; : di ampow D v24c I :- lL t t t1 1 utuvia t.-_ r ,*v* op"Itud in, r date -if WU4 ail ut - 401C th* F 25X1 Approved For Release 200,CIA-RDP80-01826 R001000130011-9 -mot tnto W 1 - : O Approved For Release 2002/11/20 : SBQW80-01826R001000130011-9 ILLEGIB ILIEGIB I We v- *WWW#t,4 7 coast -4 Di tor OfIUSIA") to 10444 07 3- 41410"1 int-Am"ti" *Mhi*" a 44* on . r--iwg d }oT igi a, I1 * me ter !a rtin Vn5 I*- the Ar/P aiWr TR4 !? SA .4 Oftu** an U 104 a WAWA" tto ?Ay:4 for Approved For Release 2002/11/20 CIA-RDP80-01826R001000130011-9 SECRET Approved ForRelease 2002/11 /20??C:TA UP80-01826 R001000130011-9 .I4 .tom OWUft VIA t th COMIL A6 +_ otu.fo* I. *&0h *f tbwi*9004"d U$ of u ", x0 #',t1. i f ' 1 Is t * tt Sul roy a" O` ct in the mou sselteti" *Ad (1) JwI*A*tVm Oft my JALUot,4 * Ai t* a b 1 * aft1 . 25X1A Approved For Release 2002/11/20 :tl -ADP80-01826 R001000130011-9 SECRET

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Lt. teller October 29, 1943 Lt. Colonel Lowman Recalling our discussion, it is my understanding that Sergeant Lang leaves i ediately for 10 days'. 1ea:ve . Since . we have air priority for him and theater approval and since Colonel Glavin has cabled again about his coming, please advise SRS so that we can get him off as near November 9 as possible. cc to: Ser zaxa Lang / LANG, Robert E. EOD March 19, 1942 - CAF-3 $1620 - Asst. Cryptographic Clk. August 1, 1942 - CA-5 2090-~ - Sr.,-CryptogrV C1k. " ' o.-v 1 1 " `i APPROVED FOR RELEASED DATE: 19-Aug-2009 (b)(3)

CONFIDENTIAL Approved For Release 2005/01/10 : CIA-RDP84M00713R000200090015-8 MEMORANDUM FOR: FROM: SUBJECT: Chief, Administrative Staff, CT/RM. Director, PHOTINT Tasking Office Memorandum of Understanding (Draft) 6/22/79 for CTS Move to the Pentagon (U) 25X1 1. (C) There are several points that should be clarified in the draft memorandum either modifying or deleting selected portions of it as proposed. o For example, only the portions of the PHOTINT Tasking Office located at the CHB -- and similarly for HUMINT and SIGINT Offices -- will be moving to the Pentagon. These CHB elements have day-to-day functions different from those emphasized in the draft. These differences should be understood or they might boomerang at a future date. 2. (U) The draft MOU improperly reflects the functions performed by the PTO Staff elements that would be involved in the Pentagon move, and is in general far too limiting in its implied definition of the principal relationships between CTS and DoD activities that bear on the move. 3. (C) PTO Functions: The functions of the PHOTINT Tasking Office moving to the Pentagon should be defined as "(a) Director, PHOTINT Tasking Office (PTO) and Headquarters elements of his staff". 25X1 Approved For Release 2005/01/10 : CIA-RDP84M00713R000200090015-8 CONFIDENTIAL Approved For Release 2005/01/10 : CIA-RDP84M00713R000200090015-8 With respect to these components, the primary PTO interface is with senior DoD staff elements involved in imagery matters including DIA, NRO Staff, Of ice of the Undersecretary of Defense for Policy, C I, and the Service Intelligence Staffs. The D/PTO and his immediate (CHB) staff interface only occasionally directly with the CCF as such and NMCC, except in the policy context and on time critical matters. T ese elements are in essentially constant con act with CCF both by on-line computer terminals and other means of direct communications. 4. (C) The statement of "Purpose" in the MOU should be expanded to generalize on the staff interactions, but without specific distinctions among CTS offices, or elaborate such distinctions for each Office. The PTO interfaces are quite different, for example, from those of HTO. I suggest the "Purpose" be amended as follows: For 1.(a): "Director, PHOTINT'Tasking Office, and a portion of his Staff;..." as an amplification of the main paragraph: "a. These elements of the CTS constitute key components of DCI's Community Staff concerned with the management and tasking of national PHOTINT, SIGINT, and HUMINT resources and their support to national, civil, and military authorities. b. The location of the CTS elements in the Pentagon _enhance ( iri~eraction - ese S a? e3 ements ,will with senior DoD staff elements involved in intelligence collection management, including DIA, the O 'fice of the UnderSecretary of Defense for Policy, the C I, the NRO Staff, the Joint Chiefs of Staff, and respective Service Intelligence Staffs, as well as the Collection Coordination. !Facility operated by DIA in the National Military =Command Centex.(NMCC) complex." Approved For Release 2005/01/10 : CIA-RDP84M00713R000200090015-8 CONFIDENTIAL Approved For Release 2005/01/10 : CIA-RDP84M00713R000200090015-8 5. (U) Section 3.(b) of the draft is too specific and, if implemented, could require major changes in our way of doing business, internal memoranda, terminal displays, etc. I recommend deleting the specifics that are used as examples and recast the sentence in more general terms. 25X1 Distribution: Orig. - Addressee 1 - D/DCI/CT 1 - AD/DCI/CT 1 - D/STO 1 - D/HTO 1 - D/TAO 1 - PTO Subj 1 - PTO Chron Approved For Release 2005/01/10 : CIA-RDP84M00713R000200090015-8 CONFIDENTIAL r. , 1 UNCLASSIFIED ^ IN4 Nal CONFIDENTIAL ^ SECRET ftpo ROUTING AND RECORD SHEET SUBJECT: (Optional) FROM: I D/PTO --i EXTENSION NO DATE 22 June 1979 TO: (Officer designation, room number, and building) DATE OFFICER'S COMMENTS (Number each comment to show from whom RECEIVED FORWARDED INITIALS to whom Draw a line across column after each comment.) 1 C/Admin Staff/ CT/RM 2. 3. 4. 5. 6. 7. 8. 10. 11. 12. 13. 14. 15. FORM 61 I O I,sEp 3-62 1 oN we(Mor tfe zu ti-i ,uedliF`tRMWIV1uri ~QMUR400900'tj UNCLASSIFIED USE ONLY

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Reading for Understanding: Using This Book in School Libraries dumped with WikiTeam tools.

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25X1 Approved For Release 2003/07/03 : CIA-RDP80R01731 R002900440019-7 Approved For Release 2003/07/03 : CIA-RDP80R01731 R002900440019-7 25X1 25X1 25X1 Approved. For Release 2003/07103 : CIA-RDP80R01731 R002900440Q1 p7,p

-Approved For Release 2000/08/ 0500080011-8 Assistant Director, Special Operations Earetutive for Administration and Management 6 August 1947 Memorandum of Understanding - Security Maintenance for Deployeen Transferred from Vouchered Funds to OSO Unveuchered Funde 1. Attention is invited to attached oepy of Memorandum of Understanding between personnel of your Office and mine. A si ned cop is an file in my office, and I assume that MMMra also have copies. 2. 1 believe that the procedure agreed upon will obviate further difficulty of the type indicated in your memorandum of 2 July. 4 I nolosures 1. Memo 2 July it ADSO to PCI re Security Breach 2. Mew 24 June fr 3. Memo 23 June tr 4. Cy Memo t nderstan ng mibt 1#s, #0 cbaA$!t % Mos. 0 r-I 4440004 L_j C` a R ai1rasged To: Approved For Release 2000/08/28 : CIA-RDP78-04718A000500080011-8 25X1C Approved For Release 2000/08/28 : CIA-RDP78-04718A000500080011-8 Approved For Release 2000/08/28 : CIA-RDP78-04718A000500080011-8 Approved For Release 2000/08/28 : CIA-RDP78-04718A000500080011-8 MISSING PAGE ORIGINAL DOCUMENT MISSING PAGE(S): Approved For Release 2000/08/28 : CIA-RDP78-04718A000500080011-8

-Approved For Release 2000/08/ 0500080011-8 Assistant Director, Special Operations Earetutive for Administration and Management 6 August 1947 Memorandum of Understanding - Security Maintenance for Deployeen Transferred from Vouchered Funds to OSO Unveuchered Funde 1. Attention is invited to attached oepy of Memorandum of Understanding between personnel of your Office and mine. A si ned cop is an file in my office, and I assume that MMMra also have copies. 2. 1 believe that the procedure agreed upon will obviate further difficulty of the type indicated in your memorandum of 2 July. 4 I nolosures 1. Memo 2 July it ADSO to PCI re Security Breach 2. Mew 24 June fr 3. Memo 23 June tr 4. Cy Memo t nderstan ng mibt 1#s, #0 cbaA$!t % Mos. 0 r-I 4440004 L_j C` a R ai1rasged To: Approved For Release 2000/08/28 : CIA-RDP78-04718A000500080011-8 25X1C Approved For Release 2000/08/28 : CIA-RDP78-04718A000500080011-8 Approved For Release 2000/08/28 : CIA-RDP78-04718A000500080011-8 Approved For Release 2000/08/28 : CIA-RDP78-04718A000500080011-8 MISSING PAGE ORIGINAL DOCUMENT MISSING PAGE(S): Approved For Release 2000/08/28 : CIA-RDP78-04718A000500080011-8

Approved For Release 2008/06/11 :CIA-RDP85B01152R001001310031-0 ? ? ROUTING AND RECORD SHEET SUBJECT: (Optional) Memorandum of Understanding (~~10U) , Support for the Analyst IDD~A RagieLr~ Fi 1 e Environment (SAFE) Program Advisor 4~ FROM` DD/ICS ODP D EXTENSION No. pCI/ICS 83-3766 / DATE 21 June 1983 TO: (Officer designation, room number, and building) DATE OFFICER'S COMMENTS (Number each comment to show from whom RECEIVED FORWARDED INITIALS ro whom. Draw a line across column after each comment.) 1? ~DDA ~~ 9~' 9$ ti .~~ e9 ~,,A z. ~~'J ~^~ L9 1983 ~Y YY Y~' s=/D1~ ~i7lYi~~ ^- 4. g' 0 ST s. 6. 7. 8. 9. 10. il. 12. 13. 14. 15. FORM 61 O USEDITIONSUS I-79 AT Approved For Release 2008/06/11 :CIA-RDP85B01152R001001310031-0 Approved For Release 2008/06/11 :CIA-RDP85B01152R001001310031-0 ? DCI/ICS 83-3766 21 June 1983 Memorandum of Understanding ((d0U), Support for the Analysts' File Environment (SAFE} Program Advisor a program advisor, has been assigned to provide regular STAT and continuing independent assessments on the health of the SAFE program. 0 STAT 1. As a consequence of the SAFE program redirection last summer, the SAFE project now commands high visibility within the Intelligence Community and receives continuing congressional interest. In support of senior managers, who have continued their close attention to the programs' evolution, will su ort and re ort directly to Director of STAT This position, which is purely advisory in nature, excludes any responsibility for the day-to-day management of the SAFE program. Day-to-day management responsibilities clearly reside with the manager of the Consolidated SAFE Project Office (CSPO), who reports to senior managers in both CIA and DIA, who have accepted complete accountability for the success or failure of the SAFE program. the IC Staff, and Director of Data Processing (D/ODP). STAT 2. will assume a dual role, as both an IC Staff advisor and a SAFE consultant. As information is gathered on program issues affecting SAFE development, system quality assurance, and operations support, an objective and ongoing review of the SAFE program will be provided. Operating guidelines established to outline interaction with SAFE program personnel and to facilitate the regular exchange of information on SAFE are as follows: - Regular contact with the program Quality Assurance Contractor, Geodynamics Corporation, contingent on prior coordination with the CSPO program manager and COTR. - Access to CSPO project personnel down to CSPO sectional managers and their deputies and senior CIA and DIA user representatives. - Attendance at meetings to include design reviews, monthly management and technical meetings, weekly segment status meetings, and special conferences on significant project initiatives. - Access to project documents to include official contractor documentation, contractor monthly reports, calendar of major scheduled SAFE meetings and formal reports prepared by CSPO. UNCLASSIFIED STAT STAT Approved For Release 2008/06/11 :CIA-RDP85B01152R001001310031-0 Approved For Release 2008/06/11 :CIA-RDP85B01152R001001310031-0 ? Access to information and ersonnel according to these guidelines will be afforded to to enable the development of useful program STAT assessments. STAT AD/ICS // D/ODP E oise R. Pag Approved For Release 2008/06/11 :CIA-RDP85B01152R001001310031-0

This paper represents the third installment of the Reading for Understanding (RfU) assessment framework. This paper builds upon the two prior installments (Sabatini & O'Reilly, 2013; Sabatini, O'Reilly, & Deane, 2013) by discussing the role of performance moderators in the test design and how scenario-based assessment can be used as a tool for assessment delivery. Performance moderators are characteristics of students that impact reading performance but are not considered a part of the reading construct. These include (a) background and prior knowledge, (b) metacognitive and self-regulatory strategies and behavior, (c) reading strategies, and (d) student motivation and engagement. In this paper, we argue there is added value in incorporating performance moderators into a reading test design. We characterize added value with respect to the validity of the claims derived from test scores, the interpretation of the test scores, and the relevance to instruction. As a second aim, we present a case for using scenario-based assessments and how they can be used to integrate into the test design both the performance moderators as well as other features that make the assessment more instructionally relevant.

In May 2016, an invitational symposium on the Reading for Understanding (RfU) initiative was held in Alexandria, Virginia. Co-hosted by ETS and the Council of Chief State School Officers (CCSSO), the symposium brought together some 160 state and local education leaders to examine the results of the Reading for Understanding Initiative. The goal of the U.S. Department of Education-sponsored initiative was to accelerate the research on reading across grades preK-12. In 2010, five grant projects were awarded to focus on learning and instruction, and one project on assessment. In this policy report, the authors begin by framing the need for a focused, national effort to achieve universal, advanced reading literacy, arguing that it is an issue of equity as well as individual and national prosperity. The second portion presents a discussion of practical recommendations for lead practitioners, summarizing key insights from the RfU Research Initiative, remaining research challenges, and policy and practice recommendations for enhancing reading achievement across the educational developmental span from pre-K to secondary school graduation. In this report, the authors attempted to capture and communicate some key insights that can serve as principles for action now. Using the "race to the moon" metaphor, they suggested that change would require a shared vision that places value on the importance of improving reading development for all citizens. Second, the destination must be clear: What it means to be a proficient reader in the twenty-first century has changed, and assessment and instruction should follow suit. Third, change requires engineering a system that impacts policy through assessment, instruction, curriculum, professional development, and implementation of innovation for sustainability and continuous improvement. Adapting to the gradual accumulation of solid, stable empirical findings of research is important, but so too is learning to adapt educational practices to better serve children of today, large percentages of whom continue to fail to achieve reading comprehension levels at the standards that have been set for our nation. In the spirit of empirical science, the authors recommend that innovations in policies and practices should be considered and implemented where needed, but with an eye toward understanding better what works for whom and when. The insights illuminated here hopefully can serve as a foundation for such innovation.

In May 2016, an invitational symposium on the Reading for Understanding (RfU) initiative was held in Alexandria, Virginia. Co-hosted by ETS and the Council of Chief State School Officers (CCSSO), the symposium brought together some 160 state and local education leaders to examine the results of the Reading for Understanding Initiative. The goal of the U.S. Department of Education-sponsored initiative was to accelerate the research on reading across grades preK-12. In 2010, five grant projects were awarded to focus on learning and instruction, and one project on assessment. In this policy report, the authors begin by framing the need for a focused, national effort to achieve universal, advanced reading literacy, arguing that it is an issue of equity as well as individual and national prosperity. The second portion presents a discussion of practical recommendations for lead practitioners, summarizing key insights from the RfU Research Initiative, remaining research challenges, and policy and practice recommendations for enhancing reading achievement across the educational developmental span from pre-K to secondary school graduation. In this report, the authors attempted to capture and communicate some key insights that can serve as principles for action now. Using the "race to the moon" metaphor, they suggested that change would require a shared vision that places value on the importance of improving reading development for all citizens. Second, the destination must be clear: What it means to be a proficient reader in the twenty-first century has changed, and assessment and instruction should follow suit. Third, change requires engineering a system that impacts policy through assessment, instruction, curriculum, professional development, and implementation of innovation for sustainability and continuous improvement. Adapting to the gradual accumulation of solid, stable empirical findings of research is important, but so too is learning to adapt educational practices to better serve children of today, large percentages of whom continue to fail to achieve reading comprehension levels at the standards that have been set for our nation. In the spirit of empirical science, the authors recommend that innovations in policies and practices should be considered and implemented where needed, but with an eye toward understanding better what works for whom and when. The insights illuminated here hopefully can serve as a foundation for such innovation.

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