A problem raised by teacher use of basic skills checklists is the possibility of focusing on listed skills to the exclusion of others, including necessary prerequisite skills. (JMF)

Outlines a two-day lesson designed to illustrate how using a tape recorder can improve listening, reading, comprehension, and writing skills. After listening to "The Arrival of Africans to the American Colonies," students answer questions using the notes they took while listening. (KC)

Offers suggestions and learning activities for the teaching of science fiction and fantasy at both the elementary and secondary school levels. (FL)

Reviews the sequential steps followed in teaching basic composition at the University of Alabama. Discusses traditional teaching techniques, word choice, and types of writing, and describes alternative teaching techniques. (DR)

Computerized case simulations have considerable potential application in counseling psychology. Methods have been demonstrated in the present study for quantifying and evaluating performance of both individuals and groups of subjects; these methods appear promising. (Author)

Low grades and papers overrun with corrections can discourage children from learning to write. Assuming children who write a great deal can become good writers, this article provides alternatives to grading: individual, weekly conferences; editing by peers; and use of an overhead projector. Praise and comments are considered a must. (DS)

The article outlines procedures for the marketing and distributive education teacher to use in guiding students toward career planning and decision making. Resources to aid students and teachers include tests, publications, computerized information systems, and community resources. (MF)

The teacher's job is to help people to learn; memory is an integral part of the learning process. The author argues that the memory can be developed by specific methods and that teachers can help their students to learn more effectively by showing them some simple way to improve memory. (Author)

Offers suggestions of ways to encourage problem solving activities on the playground. (MA)

Two three-year olds, one verbal and one nonverbal, with moderate to severe developmental delays were taught target communication objectives using milieu language teaching. The children generalized their target objectives spontaneously and in probe situations that also required them to display listener preparatory behaviors. (Author/DB)

Argues that the development of reasoning ability--a major goal of education--should start in the intermediate grades with curriculum materials that include simple proofs. How the proofs concept for developing reasoning skills works in mathematics instruction is explored. (GR)

Two experiments investigated whether six individuals (ages 7-64) with developmental disabilities or autism would demonstrate stimulus classes after observing another individual demonstrate the prerequisite conditional discriminations. Results found that stimulus class technology, coupled with observation, may be an economical and efficient means…

Offers suggestions for using folk tales from around the world and story-telling for classroom instruction. Because folk tales are ultimately about communication and the way people in a society interact, a multi-cultural class can make good use of them. Offers examples for application to language arts and social science courses. (Contains 9…

Describes several techniques using older technology to develop listening and speaking skills, and explains how readily available materials (transparencies, slides and tape shows, miming and pairing, commercial video, audiotapes, videotapes) can be used effectively in the classroom as well as in the laboratory. (seven references) (GLR)

This paper presents a model for teaching written language to hearing-impaired students, emphasizing a high degree of student involvement with planning, revising, and rewriting as well as transcribing. Recommendations are made regarding direct instruction in necessary writing skills, including fluency, syntax, vocabulary, content, and conventions.…