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- W2000544229 abstract "The Elementary School Journal Volume 81, Number 1 ? 1980 by The University of Chicago 0013-5984/81/8101-0007$00.75 The content of elementary-school instruction is frequently based on the content of textbooks (1). Teachers usually do not have the time or the resources to devise all their own instruction, and they must depend on what is available. According to a study conducted by the Educational Products Information Exchange Institute (2), investigators in on-site observations noted that 90 percent of what is done in classrooms is based on commercially prepared materials. Consequently, what students learn is often what their textbooks present. In the study reported here, elementaryschool spelling textbooks were examined to determine the nature of current spelling instruction. The results of the study add to our understanding of instruction in schools and provide data for developing assessment instruments based on both the content that students have been taught and the manner in which that content is presented and practiced.. This paper describes the three aspects of the study: the coding indexes used to describe spelling textbooks, the coding process, and some results of the analysis. The present study of spelling instruction is derived from similar earlier studies of reading and mathematics (3)." @default.
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- W2000544229 date "1980-09-01" @default.
- W2000544229 modified "2023-09-25" @default.
- W2000544229 title "Elementary Spelling: What's Really Taught" @default.
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- W2000544229 doi "https://doi.org/10.1086/461208" @default.
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