SOME PROCEDURES FOR THE ORGANIZATION OF AN INDIVIDUALIZED READING PROGRAM AT THE THIRD-GRADE LEVEL ARE OUTLINED. PLANS FOR PRELIMINARY TESTING, FOR ESTABLISHING THE READING ENVIRONMENT, FOR ASSISTING IN THE CHOICE OF TEACHING MATERIALS, AND FOR RECORDING PUPIL PERFORMANCE ARE PRESENTED. SOME OF THE ACTIVITIES SUGGESTED TO FOLLOW READING A BOOK…

Today's educators sometimes make unthinking hasty decisions based on a "Gallup Poll" mentality that holds that whatever the majority of the people want should be implemented. Educators, bowing to public pressure, are sometimes too quick to jump on any bandwagon. One such bandwagon is the current back to basics movement. Insofar as back…

This document, divided into two main sections, contains a set of minimal physical education skill objectives. The following statements summarize the skill objectives described in section two: (a) these objectives affect the cognitive and affective components of physical education; (b) they are basic enough to be achieved by nearly all children;…

The author uses samples of his and his father's college writing to suggest that spelling and punctuation were not taught quite so well in the past as people would have us believe. (IRT)

The article describes activities (such as reading and interpreting restaurant menus) designed to teach survival skills to secondary special education students. (CL)

However feasible or easy it is to do minimum competency testing, the difficult task will be to defend doing it. (Author)

Presents three college compositions written in 1867 which demonstrate their author's poor grasp of the basics. (DD)

The Modesto plan includes basic skills competency standards in the K-8 grades and competency-based high school graduation. (IRT)

Describes the role of the mass media in fostering the back-to-basics movement and encourages teachers to become leaders in a return to relevant, student-centered English instruction. (DD)

Ten basic mathematical skill areas are identified in order to enable educators to provide more effective leadership and direction in implementing and evaluating basic mathematics programs. (JT)

Suggests thirteen functional study skills activities. (DD)

Evaluates the drive toward developing basic education--reading, 'riting, and 'rithematic--and the implications in that objective. (RK)

Language arts teachers must be trained to make the English language the central core of their teaching. (DD)

Students draw upon their experience and community resources in this program designed to prepare them for living on their own. (JM)