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Programming verbal skills for primary grades

Programming verbal skills for primary grades Programming Verbal Skills for Primary Grades HELEN M. PoPP AND DOUGLAS PORTER This paper and illustrations were presented by Helen Popp as a visualized report to the annual convention of the Department o] Audiovisual Instruction in Cincinnati last March. Mr. Porter is instructor in the Harvard graduate school o/ education where Mrs. Popp is research assistant. IT IS NOT THE INTENTION Of this paper to present the rationale for teaching machines nor to argue for their necessity or effectiveness. Statements of theory and experimental evidence are available else- where in the literature (Fry, Bryan, & Rigney, 1960; Holland, 1959; Porter, 1959; Skinner, 1958). Instead, some of the programmed ma- terials which are being developed for teaching elementary verbal skills will be described with the intent of encouraging others to attempt similar work. It will become apparent that the programming techniques which have been used can be applied, in a fairly routine manner, to a considerable portion of basic skill instruction in the primary grades. Three sets of programmed materials will be described: the first is a spelling program for the sixth grade which has gone through extensive experimentation; the second is a set of reading readiness materials based upon http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Educational Technology Research and Development Springer Journals

Programming verbal skills for primary grades

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References (6)

Publisher
Springer Journals
Copyright
Copyright © Periodicals Service Company 2003
ISSN
1042-1629
eISSN
1556-6501
DOI
10.1007/bf02713439
Publisher site
See Article on Publisher Site

Abstract

Programming Verbal Skills for Primary Grades HELEN M. PoPP AND DOUGLAS PORTER This paper and illustrations were presented by Helen Popp as a visualized report to the annual convention of the Department o] Audiovisual Instruction in Cincinnati last March. Mr. Porter is instructor in the Harvard graduate school o/ education where Mrs. Popp is research assistant. IT IS NOT THE INTENTION Of this paper to present the rationale for teaching machines nor to argue for their necessity or effectiveness. Statements of theory and experimental evidence are available else- where in the literature (Fry, Bryan, & Rigney, 1960; Holland, 1959; Porter, 1959; Skinner, 1958). Instead, some of the programmed ma- terials which are being developed for teaching elementary verbal skills will be described with the intent of encouraging others to attempt similar work. It will become apparent that the programming techniques which have been used can be applied, in a fairly routine manner, to a considerable portion of basic skill instruction in the primary grades. Three sets of programmed materials will be described: the first is a spelling program for the sixth grade which has gone through extensive experimentation; the second is a set of reading readiness materials based upon

Journal

Educational Technology Research and Development – Springer Journals

Published: Jul 1, 1960

Keywords: Sentence Context; Teaching Machine; Verbal Skill; Spelling Word; Audiovisual Instruction

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