Four experimental reading-treatment classes (n=94) and four control classes (n=100) wrote pre- and post-compositions which were evaluated for overall quality, syntactic density, T-unit length, productivity, and selected grammatical errors. Analysis of results found significant differences in reading skills but no differences in writing skills. The…

Provided is a model to depict how the development of process skills can be systematically achieved and in turn determine the students' achievement in science practicals. Modified laboratory instruction is compared with conventional laboratory instruction. The results of field testing on 164 ninth grade subjects are described. (MVL)

Describes a four week simulation of the U.S. Constitutional Convention in which ninth grade students use problem-solving and decision-making skills to debate the issues of the convention. Students are assigned identities and interest areas to stimulate the writing of a class constitution which is then compared with the U.S. Constitution. (LS)

Outlines a student-conducted literature course that uses several classic novels ("My Antonia,""The Pearl," etc.) as the basis for group discussion, writing, and oral performance activities--all directed toward extracting "meaning" from the books selected. (NKA)

Responsible citizenship is the ultimate goal of social studies. Basic to this goal is the development of critical thinking. Social studies content is organized around knowledge, skill, and attitude objectives that should be pursued simultaneously. The objectives are discussed, a program rationale is presented, and the program content is summarized…

Explains semantic mapping as a visual representation of knowledge that is useful for understanding underlying textbook concepts. Outlines steps for constructing a conceptual map with ninth grade students to be used as an aid in reading about peoples of the Middle East. Emphasizes student participation for effective semantic mapping. Provides…

The Texas Educational Assessment of Minimum Skills (TEAMS) was developed by the Texas Education Agency (TEA), in response to Texas House Bill 72 (1984), which mandated a new basic skills assessment program for mathematics, reading, and writing at grades 1, 3, 5, 7, 9 and 11. This document is one in a series of Instructional Strategies Guides…

The Texas Educational Assessement of Minimum Skills (TEAMS) was developed by the Texas Education Agency (TEA), in response to Texas House Bill 72 (1984), which mandated as new basic skills assessment program for mathematics, reading, and writing at grades 1, 3, 5, 7, 9 and 11. This is one in a series of Instructional Strategies Guides designed to…