GRADES OR AGES: Grade 6. SUBJECT MATTER: English, spelling, handwriting, reading, social studies, arithmetic, science and health, art, physical education. ORGANIZATION AND PHYSICAL APPEARANCE: The guide includes suggested daily and weekly time allotments and one chapter for each subject. The material on art and some of the material on social…

The development and implementation of a behavior modification plan based on token learning schemes is described for use in teaching basic computational skills to low ability, poorly motivated fifth graders. The token system with its reward schedule is outlined; reinforcing activities such as team games, quizzes, and drills are discussed. A brief…

This is the second remedial workbook-text in a two-part series written for deaf students at the secondary level. It covers fractions, geometry formulas, decimals and percents, and time. For the first workbook, see SE 015 827, and for the teacher's guide, see SE 015 829. (DT)

The Distar I Reading, Language and Arithmetic programs were used with two first grade classes. The Distar II programs were used with two second grade classes. One first grade Distar class appeared to make some progress in oral language. Comparison of the first grade Distar classes with a first grade control class that used a Scott-Foresman basal…

A STUDY WAS CONDUCTED OF THE DIFFERENCES AMONG PUPILS OF DIFFERING ABILITY LEVELS BOTH IN PROGRESS AND ACHIEVEMENT. A COMPARISON OF THESE DIFFERENCES WAS THEN MADE WITH THOSE USING CONVENTIONAL INSTRUCTION PROGRAMS. TWENTY-THREE HYPOTHESES WERE TESTED TO DETERMINE IF SIGNIFICANT DIFFERENCES EXISTED AMONG LOW-, AVERAGE-, AND HIGH-ABILITY STUDENTS…

This study, carried out in 1975-1976 and reported in this document, focused on the following aims: to identify specific tasks and competencies associated with basic literacy and numeration skills which children in Australia need to master; to prepare appropriate performance (criterion-referenced) tests to measure levels of competence of 10- and…

This study, carried out in 1975-1976 and reported in this document, focused on the following aims: to identify specific tasks and competencies associated with basic literacy and numeration skills which children in Australia need to master; to prepare appropriate performance (criterion-referenced) tests to measure levels of competence in the basic…

Reviewed are eight tools for assessing and teaching arithmetic skills with handicapped students. (DLS)

The author describes the structure, content, and standardization of the Stanford Mental Arithmetic Test (SMAT), which was developed at Stanford University from 1973 to 1975. (MN)

The author advocates a return to "traditional" elementary algebra content. Several roles for algebra manipulation are identified, including making arithmetic more interesting and understandable and providing facility indispensable for both the technician and the mathematician. (PK)

Presents concluding remarks to a symposium, "The Social Organization of Knowledge and Practice." Focuses on high aptitude of persons in everyday situations to solve problems and make decisions. Addresses three questions: (1) What happens when a problem-solver reaches a situation involving calculation? (2) How does learning transfer take place? and…

Forty-six junior high students were administered six tests after a variety of instructional units using PLATO and classroom instruction. Twenty-seven procedural errors in signed-number arithmetic problems were classified into two groups to facilitate investigating error changes at different times and designing remedial instruction. (BS)

Traces history of instructional technology, including Skinner's work, Gagne's task analytic approach, and contemporary efforts associated with the cognitive revolution. It is suggested that an understanding of cognitive development improves earlier approaches by adapting them directly to students' cognitive development levels. Recent instructional…

This theoretical analysis articulates verbal rule properties and use implications, describes an empirical study examining characteristics of problem solving performance when verbal rules are instructed as a problem solving method, and discusses role of verbal rules in problem solving and implications for learning procedural skills. (MBR)

Compares performance of 172 children aged 7 to 13 years on tasks involving visual or auditory presentation of rhyming and nonrhyming letters and an oral or written response. Results indicate insensitivity to phonological similarity for young children with disabilities; sensitivity improves with age, but deficits in short-term memory remain at…