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Includes bibliographical references (p. 231)

Includes bibliographical references (p. 231)

A study compared the effectiveness of collaborative teaching and the more traditional skills based approach to remedial reading instruction. The Descriptive Test of Language Skills (DTLS) was used as a placement/exit test and a pre/posttest instrument. Two instructors taught a total of 50 subjects (who were good decoders but poor comprehenders) in four Communication Skills 101 classes at John Jay College (City University of New York). Each instructor taught one class employing the teacher-led bottom-up approach (skills method) and one class using the interactive, collaborative teaching approach. Results indicated that: (1) approximately one-third of the subjects were able to pass the DTLS at the end of the semester; (2) students taught using the collaborative method scored lower on pretests than students taught using the skills method; (3) the collaborative method was not statistically significantly better than the skills method in improving students' DTLS scores; (4) the teacher variable was significant on scores on the Stanford Diagnostic Reading Test, but not on the DTLS; (5) whether they passed or failed the DTLS, students in the collaborative group found the instructional approach to be more to their liking than the skills group; (6) "teacher A" adhered to the structure for skills classes and had more success with the skills method when adjusted posttest scores were considered; and (7) "teacher B" adhered more closely to the intended lesson structure for collaborative classes, but teacher A had more success with the collaborative method. (Contains 235 references and 11 tables of data. Appendixes present data, survey instruments, study guides, and syllabi.) (RS)

Proposing that teachers can help children learn more effectively by promoting metacognition and the acquisition of problem solving strategies, this report describes research studying the effectiveness of the experimental curriculum, Informed Strategies for Learning (ISL), in increasing third and fifth grade students' reading comprehension skills. Using a pretest-posttest design, the reported study revealed significant gains in reading comprehension and reading skills among the ISL group. The appendix of the report contains instructional materials, grouped in 14 comprehension skill training modules, designed to develop metacognitive awareness and reading comprehension. Each module includes graded skills to be targeted weekly, the rationale for teaching them, instructional techniques, specific lesson plans for teacher use, and bulletin board ideas to supplement lessons. In addition, this section contains worksheets and assignments for student use. (MM)

A study examined and described a program for implementing a writer's workshop to increase the literacy skills of reading and writing. The targeted population consisted of early childhood special education, kindergarten, and first-grade students in a growing, middle class community located in northern Illinois. The problems of poor reading achievement and writing skills were documented through published assessments and teacher assessments. Analysis of probable cause data revealed that students' poor literacy skills were related to the teaching of reading and writing as isolated skills, lack of student choice and ownership, health and social problems during preschool years, lack of exposure to print at early ages, and excessive television viewing habits. Tests and teacher observations revealed that students were unable to transfer skills between reading and writing. A review of solution strategies combined with an analysis of students' reading and writing skills resulted in the integration of a writer's workshop into the reading program. Post intervention data indicated an improvement in student writing and reading achievement. Every student showed an increase in at least one area of testing. As indicated by the data, 66% of all students scored above 80% on the letter recognition test, and 89% of all students advanced to a higher stage in their writing. (Contains 48 references, and 6 tables and 2 figures of data. Appendixes present test instruments, scoring sheets, sample student journal entries, and test results.) (Author/RS)

The goal of the What Works Clearinghouse (WWC) Practice Guide, "Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade," is to offer educators specific, evidence-based recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. The guide suggests instructional practices that can be implemented after students have mastered early reading skills. The 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. This brief summary report focuses on the fourth of the four recommendations: Ensure that each student reads connected text every day to support reading accuracy, fluency, and comprehension. Reading connected text--that is, multiple sentences related to each other--requires greater skill than reading isolated words. To read and understand connected text, students must quickly recognize words, integrate what they are reading with their background knowledge, and monitor their comprehension. Daily practice with reading connected text helps students increase their accuracy, fluency, and comprehension. This summary provides steps to carry out the recommendation, identifies potential roadblocks, and suggests ways to address them. [For "Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade. Educator's Practice Guide. NCEE 2016-4008," see ED566956.]

Learning to read begins at home through everyday parent-child interactions, long before children attend school. Parents' continuing support of literacy development throughout elementary school positively affects their children's reading ability. Many recent efforts to motivate parents to be involved in their child's literacy development involve informing parents about how to incorporate literacy development into daily routines, such as labeling food items at the grocery store or conversing while folding laundry. Teacher leadership and communication are critical--the more teachers encourage and assist parents, the more likely parents are to become involved in the education of their children. If teachers encourage and guide parents, parents may prioritize time to work with their child, even though they have many other responsibilities. To assist in helping families support literacy, the Georgia Department of Education partnered with the Regional Educational Laboratory Southeast to create a suite of grade-specific Teacher's Guides that certified teachers can use with families to encourage and facilitate literacy support for children in the home. This guide serves as a companion to the What Works Clearinghouse (WWC) Educator's Practice Guide "Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade" for teachers and administrators. [For the WWC Practice Guide, see ED566956.]

Selected recent research studies are reviewed under the following headings: (1) perception pretraining for reading, (2) hierarchical arrangement of reading skills, (3) comparisons of suggested sequences of different basal series, (4) code versus meaning emphasis in beginning reading, and (5) the relative effectiveness of methods involving sequential development. Although many experts believe that there is sequence in learning the reading skills, most of the studies cited in this review were not designed to investigate this specific problem. No final conclusions or evaluations are made. Fifty-four references are included. (RJ)

This guide represents an overview of reading skills presented in a developmental sequence with illustrative learning activities for each skill. The activities are suggestive rather than prescriptive, and resources are included. The ideas and materials included in this document are designed so that teachers can modify and adapt them to ongoing reading programs for early childhood education. Both a rationale for a reading program and skills, activities, and resources useful in the reading program are included. The rationale discusses: "Participants,""Philosophy,""Definitions,""Scope and Sequence,""Reading Diagnosis," and "Evaluation." Contents under "Skills, Activities and Resources" include: "Primary Vocabulary Development,""Word Attack Skills,""Auditory Discrimination,""Visual Discrimination,""Phonetic Analysis,""Structural Analysis,""Vocabulary Acquisition,""Instructional Materials,""Selected Teacher References," and "Selected Periodicals." (RB)

The purposes of the study were to determine whether phonic analysis training could be used to prepare children to be successful on the Auditory Analysis Test (AAT) of phonic skills and to then relate phonic knowledge to reading performance. Subjects were 40 first graders in suburban Pittsburgh who had attended kindergarten together. A group of 16 of the 40 children were judged not ready (NR) for reading. They were divided randomly into experimental (E) and control (C) groups and distributed equally in two classrooms with other children (R). Experimental group children received 37 auditory perception sessions for 15 to 20 minutes daily until all had mastered requisite skills. The AAT was administered to all 40 children, and comparisons were made between R and NR groups and between E anc C groups. Post-test results indicated significant differences between R and NR groups, between E and C groups, and between R and C groups, but not between R and E groups. Training apparently was effective in teaching phonic analysis skills necessary for successful performance on the AAT, and phonic skills were related to readiness. Tables and references are included. (MS)

Despite the vast amount of literature regarding boys and their underperformance in the literacy realm, only some research indicates that boys' low literacy levels may be attributed to unchallenged literacy classroom practices. Sustained Silent Reading (SSR) is a free voluntary reading program in which students are expected to read (usually books) for a period of time. Observing an SSR period during the teaching practicum as a pre-service teacher, the unstructured nature of the lesson disengaged many of the boys. In the lesson, the students are expected to select a book from the library and read in silence for the duration of forty minutes. How is one to know if our students are engaging in reading practices without some form of dialogue between their peers and the teacher that enables them to share their individual understanding? In the action research, the aim was to explore whether such a program is a vehicle for the production of critical literacy skills for male adolescents or if an accepted pedagogical practice, such as SSR is prohibiting our boys from attaining literacy in our schools. This paper refers to Kemmis (2009; 2006) to examine the guiding principles of action research.

Preservice early childhood and primary teachers from teacher preparation institutions across five Australian states were surveyed regarding their perceptions of preparedness and ability to teach early reading and spelling skills, as well as their knowledge of components of early reading, such as phonemic awareness, alphabet knowledge and early spelling patterns. Surveys were conducted in the final year of the teacher training courses and targeted students attending teacher education institutions providing teacher training in the area of early literacy. Although preservice teachers generally rated themselves as prepared to teach early reading, most demonstrated minimal to very poor knowledge of the components of early reading, indicating a substantial discrepancy between the general confidence of preservice teachers to teach, and their limited content knowledge of beginning reading skills. The return rates from institutions (16) and students (160) were low; however the results of this study support previous research findings, suggesting that there may be a need for reform in teacher preparation programs, especially in the area of early reading instruction.

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 40 titles deal with a variety of topics, including the following: (1) the effects of oral reading of literature by teachers on reading attitudes of fourth grade students; (2) two instructional programs for teaching first grade students to read; (3) the effects of need to achieve, test anxiety, reward, and instructions on reading vocabulary performance; (4) the effects of father-child and mother-child reading programs on reading readiness; (5) the development of newspaper-based lesson plans designed to supplement reading programs; (6) the effects of selected syntactic structures on oral reading performance; (7) sex differences in reading readiness; (8) a psycholinguistic analysis of reading strategies of early readers; (9) a study of an elementary school library program emphasizing personal reading development; (10) cognitive self-instruction to increase comprehension in early readers; (11) preschoolers' knowledge of the symbolic function of written language in storybooks; and (12) the selection of basal reading textbooks. (HTH)

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 14 titles deal with a variety of topics, including the following: (1) the English reading competence of Navajo students in public and Bureau of Indian Affairs schools; (2) the effect of syntax on readability for Spanish-speaking adult students of English as a second language; (3) the characteristics of reading programs for migrant children; (4) the effects of a parent involvement program on the reading achievement, school attitude, reading attitude, and cognitive home environment scores of Mexican-American migrant pupils; (5) developmental patterns in native and nonnative reading acquisition; (6) a reading tutorial program for underachieving migrant students; (7) reading achievement among selected adolescent Latino/Chicano students as a result of participating in an ethnocurriculum; (8) the effects of two visual training programs upon automaticity of letter and word recognition in urban black kindergarten children; (9) spelling ability as a reflection of underlying phonological representation in child speakers of black English vernacular; (10) black American vernacular vocabulary; and (11) the effect of context on the understanding of idiomatic expressions and multiple-meaning vocabulary words for monolingual and bilingual readers. (FL)

This bibliography cites books and articles pertaining to reading skills and reading instruction in English as a foreign or second language. Entries include publications from a wide range of countries, and most have been published since 1965. (CLK)

Ability to reason clearly and efficiently is perhaps the single most important learning objective common to all subjects and to all aspects of the schooling situation. In order to design an effective reading comprehension program, teachers and program planners must assess children's logical abilities. This discussion provides a review of some of the literature concerning logical thinking and outlines several reasoning patterns: causality, negation, conditionality, and so on. Implications for the reading teacher suggest that decisions regarding teaching and measuring be made on the basis of workability and not on assumptions of reasoning ability, that decisions concerning instructional approaches and materials selection be based on a solid understanding of the reasoning tasks required in stories and exercises, and that formal reasoning-skills instruction take place. (KS)

Problems in the reading and study skills of students in City University of New York (CUNY) community colleges are the subject of this report. Questionnaires asking for information on factors related to these problems were completed by 496 CUNY students. Results indicate that, among other things: (1) there is a high correlation between reading and study problems and physical, psychological, intellectual, and environmental factors such as physical fatigue, ability to concentrate on and understand assignments, worry about grades and reading ability, lack of encouragement to read by friends and parents, a distracting home environment, and lack of interest in teaching reading at the high school level; and, (2) most reading and studying problems involve comprehension, study, critical reading, and vocabulary skills. Questionnaires were also sent to the individuals in charge of reading or basic study programs at the participating community colleges. Responses indicate that while three of six participating colleges have reading and study programs, they also have space, material, or academic support problems. (JO)

WHEN THEY INDIVIDUALIZE READING INSTRUCTION, TEACHERS SHOULD REALIZE THAT CHILDREN ARE VERY DIFFERENT AND THAT CONTINUOUS APPRAISAL OF EACH CHILD'S ATTRIBUTES AND NEEDS IS IMPERATIVE. TEACHERS SHOULD UTILIZE INFORMAL EVALUATIVE TECHNIQUES FOR APPRAISING GROWTH IN READING SKILLS. READINESS FOR BEGINNING READING IS DETERMINED BY OBSERVING PERSONAL MATURATION TRAITS, LANGUAGE DEVELOPMENT LEVEL, AND BEHAVIORS MANIFESTING PICTORIAL INTERPRETATION ABILITIES, STORY SENSE SKILLS, AND VISUAL-DISCRIMINATION SKILLS. SO THAT SUITABLE MATERIALS ARE ASSIGNED TO EACH CHILD, IT IS NECESSARY TO DETERMINE HIS READING LEVEL BY STUDYING RECORDS OF PREVIOUS WORK AND GROUP OR INDIVIDUAL READING INVENTORIES. TO INSURE APPROPRIATE INSTRUCTION AND BALANCE IN THE DEVELOPMENT OF VARIOUS READING ABILITIES, CONTINUOUS APPRAISAL OF EACH CHILD'S DIFFICULTIES AND PROGRESS IS ACHIEVED THROUGH TEACHER-PUPIL CONFERENCES, BY RECORDING INDIVIDUAL EXTENSION READING, BY ANALYZING ERRORS IN ORAL READING, COMPREHENSION, AND WORK-STUDY EXERCISES, BY CONDUCTING INTEREST INVENTORIES, AND BY TESTING EYE-VOICE SPAN AND AUDITORY-MEMORY SPAN. TO PROVIDE MORE EVALUATIVE TECHNIQUES, A LIST OF REFERENCES AND STRANG'S CHECKLIST RECORD OF CLASSROOM OBSERVATION ON PUPIL'S READING ARE INCLUDED. THIS PAPER IS PUBLISHED IN "INDIVIDUALIZED INSTRUCTION IN READING, A REPORT OF THE TWENTIETH ANNUAL CONFERENCE COURSE ON READING," UNIVERSITY OF PITTSBURGH, PITTSBURGH, PA. (NS)

TWO STUDIES WERE CONDUCTED TO EXPLORE THE RELATIONSHIP BETWEEN THE AUDITORY SKILLS OF SOCIALLY DISADVANTAGED STUDENTS AND READING ACHIEVEMENT. THE EFFECT OF A DEVELOPMENTAL AUDITORY TRAINING PROGRAM ON READING ACHIEVEMENT AND THE EFFECTIVENESS OF DIFFERENT EVALUATIVE PROCEDURES FOR AUDITORY PERCEPTUAL SKILLS WERE ALSO TESTED. SIXTY-FOUR THIRD-GRADE NEGRO AND PUERTO RICAN CHILDREN WHO WERE RETARDED READERS WERE CHOSEN AS SUBJECTS. THREE TREATMENT GROUPS AND ONE CONTROL GROUP WERE SET UP. THE THREE TREATMENT GROUPS RECEIVED VARYING COMBINATIONS OF AUDITORY AND READING TRAINING. THERE WERE 50 TREATMENT SESSIONS. TESTS WERE ADMINISTERED PRIOR TO THE TREATMENT, IMMEDIATELY FOLLOWING THE TREATMENT, AFTER 6 MONTHS, AND AFTER A YEAR. RELIABILITY COEFFICIENTS, ANALYSIS OF COVARIANCE, INTERCORRELATIONS, AND T TESTS WERE USED TO ANALYZE THE DATA. NO TREATMENT GROUP FACILITATED READING ACHIEVEMENT. THERE WERE NO GROUP DIFFERENCES. NONE OF THE VARIOUS COMBINATIONS OF READING AND AUDITORY PROGRAMS SEEMED TO AFFECT IMPROVEMENT IN READING. IT WAS SUGGESTED THAT THERE MIGHT BE INTERRELATIONSHIPS OF TEACHER AND PUPIL VARIABLES IMPORTANT IN READING LEARNING. STAFF EVALUATIONS, REFERENCES, ADDITIONAL RESULTS, TABLES, DESCRIPTIONS OF TESTS, AND APPENDIXES ARE INCLUDED. (BK)

this article will explain that critical reading has always been one of the main factors for academic success. The purpose of critical reading is to form judgments about the accuracy, validity of reading materials and how it works based on correct criteria or standards. It is a skill that analyzes , interprets and evaluates the reading materials which helps to develop student’s critical thinking skills . Improved critical reading skills are important for success in Academic field. Wang (2009) found that a student must possess competent reading skills to generate implicit main ideas in order to understand the gist of a text.  [ Wang, Royce. (2009). Developing Reading Versatility.P: 34-38]

this article will explain that critical reading has always been one of the main factors for academic success. The purpose of critical reading is to form judgments about the accuracy, validity of reading materials and how it works based on correct criteria or standards. It is a skill that analyzes , interprets and evaluates the reading materials which helps to develop student’s critical thinking skills . Improved critical reading skills are important for success in Academic field. Wang (2009) found that a student must possess competent reading skills to generate implicit main ideas in order to understand the gist of a text.  [ Wang, Royce. (2009). Developing Reading Versatility.P: 34-38]

The purpose of this study was to reveal whether the technique of Cooperative Integrated Reading and Composition (CIRC) in Turkish Language teaching had influence on students' skills in reading and writing. In the study, the mixed method, which included quantitative and qualitative dimensions together, was used. The study group was made up of 16 students learning Turkish language in Estonia. In the study, the participants were determined based on their accessibility at the time of the study. Depending on the mixed method applied in the study, both quantitative and qualitative data collection tools were used. In the study, for the analysis of the quantitative data, Wilcoxon's test of order of signs was applied. As for the analysis of the qualitative data, descriptive analysis technique was used. The findings obtained in the study revealed that the CIRC technique was influential on the students' academic achievement in such skills as writing, comprehension and reading aloud.

Academic language includes three skills: (1) use of inferential language (communicating about ideas across contexts); (2) use of narrative language (clearly describing a series of events); and (3) understanding a range of academic vocabulary and grammatical structures. These skills help students better comprehend academic texts both across subjects and within individual subjects. Unlike social language skills that develop naturally in communication with family and friends, academic language skills more often need to be taught. This document provides a summary of Recommendation 1 from the REL Southeast guide "A Kindergarten Teacher's Guide to Supporting Family Involvement in Foundational Reading Skills" (ED602032), a companion to the WWC practice guide "Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade" (ED566956). The companion guide on which this summary document is based assists teachers in informing and supporting families to help children develop academic language.

Interdepartmental rivalries between literature instruction and composition instruction have contributed to viewing reading and writing as disconnected activities. One solution to this divisiveness is a course in "the journal as a literary tradition," which combines reading and writing in equal portions. Students first learn about the background of journal-writing, and journal devices and techniques. They begin keeping their own journals in the second week of the course, writing five times a week, in addition to completing journal exercises such as writing in a descriptive or cathartic form. Students also begin to read published journals, such as Anne Frank's. Journals are handed in at the end of seven weeks, along with a four-page paper discussing a particular phase of their lives or an event through which they discovered some truth about themselves, another person, or some aspect of life. The second seven weeks are devoted to the academic journal, wherein students see their writing as a tool for original thought about their studies. They form proposals for their journals and read published journals and related novels or essays, such as Virginia Woolf's journal and her essay "A Room of One's Own." Students turn in a final paper analyzing a professional journal, and throughout the course are allowed to share selections of their own journals with the class. They emerge from the course understanding that journals are not merely repositories of others' ideas, but are a way of thinking and learning. (JC)

In this replication of the 1972 and 1974 studies of reading and mathematics achievement in North York, Ontario, approximately 20 percent of the students at each of the proposed grade levels were included in the sampling. Again, the Metropolitan Achievement Test, the Sequential Tests of Educational Progress, and the School and College Ability Test were used. The 1975 results supported the 1974 findings that North York achievement in both reading and mathematics compared favorably with the American norms in all the grades tested. They also indicated that the average growth of the schools sampled was wider in both reading and mathematics than in previous years. (Author/BW)

The suggestions in this document are designed to help teachers do a better job of teaching reading. They include suggestions for setting up specific lesson objectives, teaching skills in a developmental sequence, developing lessons within a term- or year-long comprehensive plan of reading goals, conducting ongoing evaluation of pupils' skill acquisition and application, teaching a small amount thoroughly rather than a lot superficially, reviewing previously learned skills, encouraging active pupil participation, diagnosing pupil reading ability on a continuous basis, providing materials appropriate for each pupil's achievement and interests, learning pupils' independent and instructional reading levels, and developing awareness of the difference between reading and teaching reading. (JM)

This practicum project developed and implemented a program to teach young children reading readiness skills before they entered first grade. A target group of 20 students ranging in age from 4 to 6 years old in an elementary school kindergarten class was established for the program. During the 12-week implementation, the target group participated in cross-age reading with fifth-grade students. The program consisted of three strategies: increasing letter recognition, increasing concepts about print, and increasing phonemic awareness. Student success was measured with teacher-made instruments, including checklists and existing score sheet instruments such as checklists for letter identification and concepts about print. Results indicated that the preschool students increased their letter recognition, phonemic awareness, and knowledge of print concepts during their participation in the program. Results support the need for kindergarten students to have cross-age reading partners in the daily curriculum. The interaction that occurred during the program built enthusiasm, allowed the target students to progress in the acquisition of reading skills, and put reading into a social context. Reading and discussing stories together resulted in a sense of ownership for the participants. (Six appendices include survey instruments, pre- and posttest scores and checklists verifying the effectiveness of the program.) (WJC)

The Pre-reading Skills Program (PRS) was developed at the Wisconsin Research and Development Center for Cognitive Learning. Research on prereading skills was conducted from 1966 to 1969. The developmental period, 1970 to 1974, included piloting and field testing instructional materials, teachers' manuals, assessment instruments, and a management system. During 1972-73, a study was designed and carried out to investigate achievement associated with PRS. Taking part in the study were kindergarten children from (1) classes whose teachers were using PRS for the first time, (2) classes whose teachers had used PRS during the previous year, and (3) classes whose teachers were not using PRS; and first grade children who had not used PRS in kindergarten. The major result of the study was that kindergarten children who used PRS scored significantly higher on five prereading skills tests than children who did not use the program. The study also showed that there is a high percentage of retention of mastery or nonmastery status between the end of kindergarten and the beginning of first grade. (Author/TS)

A project was begun in 1973 in the Indianapolis Public School system based on the hypothesis that English language skills and the control of syntactic structures can be measurably improved through participation in a specially designed Latin FLES program stressing the importance of Latin root words. Goals of the project were to assess whether or not the study of Latin and classical civilization will: (1) expand the verbal functioning of sixth grade children in English, and (2) broaden their cultural horizons and stimulate an interest in humanities. The project was directed towards approximately 400 sixth graders in six schools, all studying Latin and classical civilization in a program coordinated with their regular classes. They received a thirty-minute lesson each day 5 days per week taught by a Latin specialist. The present program evaluation report shows overall gains in word knowledge, reading, language, spelling, math computation, math concepts, math problem solving, and social studies after the first year, and gains in spelling, reading, and math concepts following the second and third years of the program, as seen from results on subtests of the Metropolitan Achievement Test. Teachers' evaluation of the program were generally favorable. (CLK)

This paper presents a description and evaluation of the Skills Remediation in Reading Program, designed to improve the reading skills of high school students who are two or more years behind in reading skills. Program participants were educationally and economically disadvantaged students. The number of students who participated was approximately 23,000. These students were distributed among 48 high schools with 336 teachers and 272 educational assistants. Classes were limited to fifteen students per classroom. Students were chosen if their reading ability was a minimum of two years below grade level based on the Metropolitan Achievement Tests or other standardized achievement tests. They were chosen by guidance personnel. Individualized diagnostic and prescriptive techniques were used by program teachers, but some small group work was also incorporated into the program. The evaluation consisted of a comparison of pre test and post test scores on the Metropolitan Achievement Test. Test data indicated that program participants from grades nine through tweleve gained more than expected in sections of the Metropolitan Achievement Test. Those participants who attended classes at a rate of 75% or more for the year, gained even more above their expected level than participants who attended 75% or more for one semester, as well as those who attended less than 75% for whatever period of time that they were in the program. (Author/AM)

EasyReader Reading Comprehension Skills 1 (1983)(American Educational Computer)(Disk 1 of 2)

Approved For ReleasemW02/ 8 July 1960 MEMORANDUM FOR: Director of Personnel SUBJECT : Status of QAB Project to Establish a System for the Recording of Qualifications and Skills of Agency Personnel 1. The Qualifications Analysis Branch of the Office of Personnel is developing a system for the recording of employee skills and experience in such a manner that accurate listings of individuals with specific skills may be retrieved expeditiously for the purpose of planning assignments, reassignments, mobilization, etc. The system will permit the recording of the following: a. Major field of specialization. b. Significant sub-categories within the fields. c. Level of knowledge or skill acquired. d. Source of knowledge and/or skill and how acquired. (See attachments 1, 2, and 3) 25X1 2. The entire system which has been developed has also been coordinated with the members of the Management Staff concerned with the installation of the RCA 501. All of the information obtained through this system will be fed into the computer when program priority allows. 3. The system, encompasses knowledge, skills, and education obtained prior to Agency employment as well as significant operational experience and other types of training and experience since entrance on duty. 4+. It is anticipated that the first rough draft of the coding manual outlining the system will be completed by 1 August. Approximately 200 major fields and 2,000 sub-categories within these fields have been identi- fied. The system provides for the cataloguing of 624 major fields and 61,776 sub-categories. 5? When the draft is completed, it will be forwarded to the various consumer components for such correction, addition, or deletion as deemed necessary. 6. When final agreement has been reached concerning the contents of the manual, a simple check list type of form will be prepared and distri- buted to the employees concerned for completion. The forms will then be returned to QAB via their Career Service where they will be reviewed for accuracy and completeness. Chief, Division Approved For Release 2002/0 L

This article examines whether students with intellectual disability (ID) can respond to a teaching tasks with multiple reading skills in the secondary education. Research methodology is mixed with qualitative and quantitative data. We exploited the methodology of observation and the methodology of intervention in a student with moderate ID who was studying at a class of general middle school in region of Peloponnese, Greece. The program used for the student was the Targeted, Individual, Structured, and Integrated Program for Students with Special Educational Needs (TISIPfSENs). A questionnaire was also used, which was distributed to 103 adults. The results of the survey revealed that the student with ID was able to respond to word decoding skills and comprehension skills. Still, adults seemed to have a positive attitude towards use of TISIPfSENs. In the conclusions, it was emphasized that the TISIPFfSENs can support multiple reading skills for students with ID.

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xiv, 370 p. : 24 cm

xiv, 370 p. : 24 cm

xiv, 370 p. : 24 cm

_ REPORTS INVENTORY PREPARE IN DUPLICATE 1. TITLE OF REPORT (if a fill-in report include Form No.) 2. TYPE X STATISTICAL ort to l /SPD Skills Bank Re NARRATIVE p REPORT MAC INE-NA,AE LISTING X PERSONNEL TRAINING ADMIN. GENERAL 3. FUNCTIONAL AREA LOGISTICS SECURITY OTHER (specify) MEDICAL FINANCE 4. NO. OF COPIES PREPARED 3 5. FREqUENCY (weekly, monthly, quarterly, etc. bi-weekly DISTRIBUTION (No. of components not number of copies) 1 7. FORMAT (memorandum, fore B. ADP PROCESSING 9. DIRECTIVE AUTHORITY REQUIRING REPORT computer print-out, etc) YES IF YES GIVE ADP PROCESSING NO. C /SPD memorandum NO 10. PREPARING COMPONENT (include lowest level contributing information to report) DDS/OP/SPD/PSB 11. FEEDER REPORTS (State total number and Identify by Title, Form No., or nomenclature. Attach sepe.rate sheet If necessary.) Daily tally procured from individual records. 12, COST FACTORS A. MANUA PREPARATION AND REVIEW COSTS GRADE HOURLY HOURS PER COST PER TIMES RATE X REPORT = REPORT X PREPARED COST PER YEAR GS-07 to GS-12 $5.00 3/4 $3.75 26 $97.50 B. COSTS OF COMPUTER PRODUCED REP O TS TOTAL COSTS PER YEAR 13. COMPLETE DETAILED JUSTIFICATION FOR THIS REPORT (in addition to directive or authority cited in Item 9). IF KNOWN, INCLUDE DATE REPORT WAS FIRST STARTED AND COMPONENT WHO ESTABLISHED REQUIREMENT. To keep an up-to-date record of applicant files and their status. 14, FUTURE GOALS OAL PROPOSED BY COMPONENT FOR THIS REPORT ESTIMATED SAVINGS X RETAIN AS 18 OTHER (explain) MAN-HOURS DOLLARS CHANGE DISCONTINUE STAT 16. DATE OF INVENTORY Appr 9/21 /70 17. NAME AND TITLE OF PERSON FURNISHING INFORMATION oved For Releas 0039 R0001 0160109-0 DD Pers R&P 18. EXTENSION FORM 11i2 Lnrj11H ks0V1g

Includes bibliographical references

No Description

Includes bibliographical references

1Aunt Friendly's Picture Book

By Sarah S. Baker

This book includes the classic alphabet, Sing-A-Song Of Sixpence, The Frog Who Would A Wooing go, The Three LIttle Pigs, Puss In Boot, and The Ugly Duckling. Fun for all ages! (Summary by Sam Stinson)

2Stories of Old Greece and Rome

By Emilie Kip Baker

The Stories of Old Greece and Rome is an easy to read summary of all of the famous and not so famous Greek and Roman mythological stories. All of the famous Heroes are here: Theseus, Jason, Hercules, and all of the well known Deities. These stories tell the real detail of the myths, not the ones that have become sanitized (and dare I say it, 'Disneyfied') over the centuries. These are not stories for children, as the old gods and heroes were vengeful and some might say sadistic in their treatment of minor slights and misdemeanors. Putting out of eyes and ripping out of tongues is commonplace, and punishment by death is ever present. It is however fascinating to see how these tales have affected and influenced our culture and have woven themselves into our own myths and stories. (Summary by Kevin Green)

Written as a tribute to Colonel Robert G. Ingersoll after his death, by Isaac Newton Baker, his secretary of 14 years, and presented to the Ingersoll family. Later expanded and published by the family so the world could learn more about the public and private life, personality, work, thoughts and ideals of the most famous orator of the late 1800's, also dubbed "The Greatest Agnostic Of the Century". - Summary by Michele Fry

4Diary of a Suicide

By Wallace E. Baker

“Mr. B. Russell Herts, c/o International Magazine, New York City.<br /> Under separate cover I am sending you a record of a young man who is about to commit suicide. My only object is that it may help…to ease the way for some who come after…. I do not sign this, but you may verify my death by communicating with Mr. ——, whom I am writing to-day, so that he may look after my effects in New York.” <br><br> The body of a well-dressed young man was found off Manhattan Beach, Sept. 28, 1913. In his pockets a torn photograph of Strindberg and receipts for three registered letters were found. These receipts were traced to Mr. Herts and to friends in Toronto, one of whom identified the body on Oct. 2d as that of Wallace E. Baker. –From the book’s Forward.

5Friendly Road, New Adventures in Contentment

By Ray Stannard Baker

My grandmother Gertrude received a copy of The Friendly Road for Christmas in 1919. It must have been a special gift book--green leather binding, gold embossing, a sheet of tissue paper protecting the color plate facing the title page--this a painting of a solitary man enjoying a swim in a sun dappled stream with the caption "Surely it is good to be alive at a time like this."<br><br> Written in first person, pseudo autobiographical style, the “author” of The Friendly Road, David Grayson, is a writer,* living on a farm with cows to milk, and ducks and pigs to feed, and fields in need of plowing. One day he just slings a few belongings in a pack and walks off, leaving the cows unmilked and his sister Harriet standing in the doorway. <i>"My sober friend,"</i> Grayson writes, <i>"have you ever tried to do anything that the world at large considers not quite sensible, not quite sane? Try it!"</i> The rest of the book is an odd mixture of nostalgia for a gentler, kinder age; adventures, as Grayson relies on the charity of strangers to get by; with a bit of progressive politics thrown in. After bumming for several days, Grayson arrives in the "City," where a strike is in progress. He sympathizes with the workers, but he is appalled by <i>"the ill-smelling streets and dirty sidewalks and swarming human beings . . . the evidences of poverty, dirt, and ignorance."</i> And guess what? He returns home to his farm, and Harriet bakes him a rhubarb pie.<br><br> Gertrude, who had immigrated from Germany to the United States in 1892 at the age of 17, was 44 years old that Christmas. She was living on a fruit ranch in western Washington state, with her husband, a school teacher, also a German immigrant, whom she had married in 1898. She had 6 children, the oldest 20, the youngest only 2. The last few years had not been easy for this family. Gertrude's 10-year old daughter Mary, my mother, was slowly limping towards recovery from a bout of polio. Worse yet, during World War I Gertrude's husband was unjustly accused of being a "German sympathizer" despite the fact that his oldest son was a U.S. Army volunteer, and he was forced from his teaching post. His job loss meant more work for Gertrude, because, as my grandfather later explained to a journalist, after losing his job, he decided to “retire” to the country--<i>"to live calmly, read Homer and Goethe and Balzac and Emerson (and) raise fruit and chickens."**</i><br><br> Gertrude entrusted several of her favorite books to my teenage self before she died in 1958. Another was a book of poems entitled Because I Love You, inscribed to Gertrude as a birthday present in 1897 by a young man who was not my grandfather! Books. . . choices . . .<br><br> *David Grayson was a pseudonym used by the actual author of <i>The Friendly Road</i>, Ray Stannard Baker.<br> **Louis Adamic ,”A Man from the Black Forest," in <i>Two Way Passage</i> (1941).<br> ( summary by Sue Anderson)

6Following the Color Line

By Ray Stannard Baker

Subtitled "An Account of Negro Citizenship in the American Democracy", we are presented an in-depth and essentially non-opinionated open view of race relations as they existed in the U.S. in 1908, more than 40 years following the end of the Civil War.<br><br>The book is in three parts: The Negro in the South; The Negro in the North; and the Negro in the Nation. We are presented both rural and urban points of view, struggles for survival, varying district relationships, the effect of lynching, power struggles, and political repercussions, among many other topics. - Summary by Roger Melin

7Shasta Of The Wolves

By Olaf Baker

She-wolf Nitka finds an abandoned Native American baby and raises him with her cubs. Shasta learns the wolf ways and meets his kin, where he learns his true history. Eventually he can walk with the wolves and his human kin, which leads to more adventures. (Kirk Ziegler)

8Art of Conversation: Twelve Golden Rules

By Josephine Turck Baker

Many of us find it challenging to speak to other people, for various reasons. Some of us are afraid of being called a bore. Others are worried that we will be accused of hogging attention. Many of us simply don't know what to talk about. This book is an entertaining and enlightening manual that may be able to help. Through a series of twelve dialogues between a man and a woman, we are introduced to twelve "golden rules" that will help us navigate the waters of interpersonal communication. <br>(Summary by Devorah Allen) <br><br> He: Read by <a href="https://librivox.org/reader/13278">KevinS</a> <br>She: Read by <a href="https://librivox.org/reader/11084">Devorah Allen</a>

9In the Heart of Africa

By Samuel White Baker

A wonderfully readable condensation of two of Baker's earlier, longer works recounting his self-sponsored expeditions into the Dark Continent to discover the sources of the Nile: <i>The Albert N'Yanza</i>, <i>Great Basin Of The Nile (1866)</i> and <i>The Nile Tributaries Of Abyssinia (1867)</i>. And, of course, to bag a few elephants along the way. (Summary by Steven Seitel)

George P. Baker, popular British historian of the 1920s and 30s, covers the life and career of ancient Rome's most formidable opponent, Hannibal of Carthage. Beginning with an overview of the rise of Carthage and Rome's first conflict with that power, he describes Hannibal's life and his campaign in the Second Punic War. After crossing the Alps and invading Italy from the north, Hannibal masterminded several massive victories on the Italian peninsula which came close to crippling Rome. Through the foresight and skills of Quintus Fabius Maximus, and later Publius Scipio, Hannibal and Carthage were forced to capitulate after the Battle of Zama in northern Africa. The Second Punic War helped push Rome from a small city in central Italy to world power controling much of the Mediterranean. The book follows Hannibal through his death in Bithynia c. 181 BC. - Summary by Mark Harrington

Welcome fellow travelers to another exciting issue of The Thrill Book! Herein lies all manner of stories for the discerning fan of pulp fiction. We have the chilling science fiction tale of a demented inventor wreaking havoc upon the world in Murray Leinster's "A Thousand Degrees Below Zero". Explore the lost civilization of the Sargasso Sea in the first installment of "The Lost Empire"! We also get the next part of the sea-faring serial "The Opium Ship" as well as the concluding section of the spy story "Strasbourg Rose"! And that's only scratching the surface! So much more lies inside. We dare you to give The Thrill Book a listen. You'll be hooked! - Summary by Ben Tucker