DOCUMENT RESUME

ED 095 497 CS 001 298

AUTHOR Smith, Arthur De W.TITLE Reading Skills - -What Reading Skills? The Implications

of Normatively Derived Reading Skills, in CertainOccupations, for Reading Standards.

PUB DATE Aug 74NOTE 13p.; Paper presented at the International Reading

Association World Congress on Reading (5th, Vienna,Austria, Aug. 12-14, 1974)

EDRS PRICE MF-$0.75 HC-$1.50 PLUS POSTAGEDESCRIPTORS Adult Education; AdOts; *Career Education;

*Communication Skills; Comprehension; EducationalResearch; Employment Qualifications; InterpersonalCompetence; *Job Skills; *Language Research;Mathematics; Task Analysis; *Task Performance

IDENTIFIERS Canada; Generic Skills Project

ABSTRACTThe Generic Skills project is a research study being

conducted in Canada to determine those overt and covert behaviorswhich are fundamental to the performance of many tasks and sub-tasksperformed in a wide range of occupations. Data aimed at determiningthe needs for adult education and training have been obtained in twosurveys. In the first, 340 workers and their 340 supervisors in 27different occupations answered questions related to mathematics andcommunications skills. In the second survey, 490 workers and 480supervisors in 37 occupations, 18 of which were repeated from thefirst survey, completed questions related to aathematics,communications, interpersonal, and reasoning skills. From the data,certain core skill requirements for work performance appear evident.All occupations require reading and listening at least the literallevel of comprehension--reading forms and writing words/phrases onforms. Most of the skills of one-to-one conversation are commonrequirements and all occupations require instructional communication,the ability to demonstrate and instruct. Complete data are presentedin tabular form and conclusions and implications are discussed.(TO)

S DEPARTMENT OF HEALTHEDUCATION & WELFARENATIONAL INSTITUTE OF

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READING SKILLS WHAT READING SKILLS?

The Implications of Normatively Derived Reading Skills,in Certain )ccupatione, for Reading Standards

Introduction

Arthur De W. Smith

Training Research and Development StationDepartment of Manpower and Immigration

Prince Albert, Saskatchewan, CanadaPERMISSION 10 REPRODUCE THIS COPY

RIGHTED MATERIAL HAS BEEN GRANTED eY

Arthur De W.

Smith"L.) (P' AND ORGANIZATIONS OPERATINGuNDL 11 AGREEMENTS WITH THE NATIONAL INSTITTITE or EDUCATION FURTHER REPROthiC:.ON OuTSIDE THE ERIC SYSTEM REQUIRES PERMISSION Or THE COPYRIGHTOWNER

The literature of research in reading contains almost countless

studies, models, theories, and strategies dealing with the various

problems of what to teach, how to teach, how to test reading skills and

how to determine readability levels. The literature embraces many diverse

areas including comparative studies in the teaching of reading, special

population studies such as the handicapped and ethnic groups, language

development studies for those acquiring a new language, and basic research

studies dealing mainly with various physical phenomena in reading as well

as with verbal learning and information processing.

The aim of this paper is to examine the coomunications skills

which are actually used in the performance of occupational work and to

briefly comment on the implications of these skills insofar as they affect

reading strategies and standards.

Paper prepared for presentation to the World Reading Congress in Vienna,

August 13, 1974.

The term "communications skills" in this paper includes the

skills of reading, writing, talking and listening. Excluded from this

paper are those interpersonal skills which are also used in communications,

such as eye contact, body posture, role distance and other verbal and non-

verbal attending skills.

Generic Skills Research

The Generic Skills project is a research study being carried out

in Canada to determine those overt and covert behaviors which are funda-

mental to the performance of many tasks and sub-tasks carried out in a

wide range of occupations. Generic Skills include many of the concepts

and skills generally referred to as mathematics skills, communications

skills, reasoning skills, interpersonal skills, procedural skills and

motor-sensory skills. The study is aimed at the needs for adult education

and training.

Complete details of the study are included in the publications

by Smith (1973a, 1973b), and by Smith, Kawula, Tippett, Curtis and Depew

(1974).

Communications Skills Used LI Selected Occupations

Data have been obtained in two surveys. In the first survey,

which was carried out in urban and rural areas of the province of Sask-

atchewan, data were obtained from 340 workers, and, independently, from

their 340 supervisors, in 27 different occupations. The occupations

ranged from the aide or helper level up to technicians and covered a

number of occupational families such as office workers, construction

3

trades and transportation operators. The 27 occupations surveyed

represent approximately 25 percent of Canada's labour force (excluding

technical and professional).

The second survey was carried out in six of Canada's ten

provinces. Data were obtained from 490 workers and 480 supervisors in

37 occupations (18 occupations repeated from the first survey).

The first survey included 115 questions directly related to

mathematics and communications skills. The second survey contained 226

questions related to mathematics, communications, interpersonal and

reasoning skills.

The communications skills used, as indicated by the data

obtained in the two surveys, are shown in Plates 1 and 2.

There is appreciable agreement between the workers' and super-

visors' responses. The questions were concrete rather than abstract and

workmen's style of language was used to ensure a clear understanding of

the intent of each question. This agreement clearly indicates that

supervisors know what skills are actually used by their subordinates.

Despite the fact that the second survey included only 18 occu-

pations in cannon with the first survey, there is marked agreement in

skill usage between the two surveys. This indicates that the skills

identified are generic to many occupations.

As of the time of writing this paper, the results of the two

surveys have not been integrated. However, the data from the second

survey have been analyzed to determine the skills requirements by each

occupation and the percentages (of the 37 occupations) who use each skill.

SKILLS

`

PHASE 1

27 OCCUPATIONS

N680

SASKATOILWAN

PHASE

3' OUIPAIIONS

a

II

N970

CANADA

ab

.r

1kk

READING COMPREHENSION

Literal

94%

94%

27/2'

91%

96!

37/37

4i

701

73%

20/37

Interpretive

641

tilt

27/27 ..-

211

21.

4/37

Evaluative i--4

--.-

.. 4---I

TYPES OF RFAD1NG

:Forms

89%

89%

""/27

821

82%

37/37

__ _

-4-

.

8"1.

hates

84%

14/37

Letters

91%

93%

27/2'

631.

67%

_,

52/37

Memos

S2

831

;4/37

Books and Manuals

85%

85%

27/27

80%

81!

16/37

Charts and Tables

61°

650

1

21/.-

SY,

-t

561

4.---'3/37

Graphs

22%

291

5/27

181

20%

6/37

Scales

,641

64%

24/2'

49%

Stt

51/5'

Scale Drawings

401

371

14/27

46%

441

16/3"

r403 .

4'%..

Assembly Drawings

Schematic Drawings

--

-33%

33%

9/3"

WRITING

.

14

21.

21%

9/37

External Letters

All

Form Letters

441

461

23/2-

14%

12-

6/3'

Single Paragraph Letters

:4.

101

5/37

Internal Memos

2'1

25%

13/37

Short Notes

70%

711

24/27

45%

44%

19/37

Notes from Conversation

451

44:

19/37

Forms:

Phrases

831

821

27/27

721

761

37/37

Sentences

57%

57%

26/27

34%.

41°.

17/3'

Paragraphs

411

451

25/27

19%

26%

7/37

Reports:

Information

461

49%

17/27

22%

231,

12/37

Recommendation

261

301

10/27

20%

21%

5/37

Technical

10%

131

0/27

141

13%

2/37

Codes:

a - Percentage of workers who said they use the skill.

b - Percentage of supervisors who said that the skill is used by the workers.

C - Ratio of occupat.ns who use the skill.

/\

PLA

TE

1-

RE

AD

ING

and

WR

ITIN

G S

KIL

LS

S k

lL L S

PHASE 1

27 OCCUPATIONS

N680

SASKATCUMAN

PHASE II

37 CM1111(11CNS

N - 970

CAMDA

ia

bc

ab

c

LISTLNINCOMPRIIIENsItiN

Literal

Interpretive

Lvaluative

_

99%

73%

.

991

27/27

1 1000

100%

3'/37

'01

26/27

I861

8'1

33/37

25%

28%

'/37

[AIWA; ON1. Di ONL, CalPROLNSION

give lob Directions

Give Job Information

Ask Job Questions

Debate with:

Fellow Workers

supervisors

Customers

Persuasive Conversation

Diverting Conversation

83%

80t

'St

3'/37

78%

27/27

96%

921

27/27

940

901

37/37

971

92%

27/27

950

94!

3 "/37

911.

940

891

27/27

800

'30

37/37

91%

27/27

I81%

841

36/37

1111111

-1

541

471

20/37

----

-I

6%

S%

2/37

IIIM

651

33/37

MVP DISCINSIONS

Give Directions/Information

Cave Persuasive Talks

Participate

Control -.-

TALKS Itt AU0IEM3-:

Factual

Persuasiv-'

441

49%

20/27

381

30%

7/37

Ist,

St

1/37

--

I401

421

11/37

limplim

111

1111

1St

2/37

6%

12%

9%

'1

2/37

.6%

St

2/37

INTERVIEW/1- AU'

Information Centered

Problem Centered

--

15%

141

4/3-

--

2'1

261

8/37

GIVE ON JOB

Instruction

Demonstration

-77%

711

36/37

--

-76%

72'.

37/37

Codes:

a - Percentage of workers who said they use the skill.

bPercentage of supervisors who said that the skill is used by the workers.

c - Ratio of occupations who use the skill.

PLA

TE

2-

LIS

TE

NIN

G A

ND

TA

LKIN

G S

KIL

LS

5

The graphs in Plates 3 and 4 show the percentages of occupa-

tions who use various communications skills for task performance.

The matrix in Chart 1 shows selected communications skills

required by the 37 occupations.

Observations from Plates 3 and 4

The information derived in these studies should he considered

in the context of a much larger array of skills than those which the

author has called "communications" skills. If the study had been concen-

trated on only the skill areas discussed in this paper, then it is

probable that more discrete treatment would have been made. No attempt,

for example, was made to prove or disprove the levels of reading compre-

hension suggested by Davis (1941), by Bloom et al (1956), or by Kingston,

(1961). Instead data were obtained on skills actually used by occupational

workers rather than on the number and level of skills held by the workers

in the occupations.

Certain core skill requirements for work performance appear

evident. All occupations read and listen at the literal level of compre-

hension, read forms and write words/phrases on forms. Most of the skills

of one-to-one conversation (giving job directions, giving job information

and obtaining information by asking questions) are common requirements.

The requirement for all occupations to provide instructional communication

(demonstrate and instruct) is intriguing, particularly in view of the fact

that the survey included some rather unsophisticated occupations such as a

Construction Labourer.

READING

COMPREHENSION

Literal

Interpretive

Evaluative

TYPES OF READING

Foms

Books and Manuals

Notes and Memos

Letters

Graduated Scales

Charts and Tables

Scale Drawings

Assembly, Drawings

Schematic Drawings

Graphs

WRITING

Words/Phrases on Forms

Notes

Sentences on Forms

Internal Memos

Information Reports

Business Letters

Form Letters

Paragraphs on Forms

Single Paragraph Letters

Recommendation Reports

Technical Reports

6

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PLATE 3 PERCENTAGE OF 31 OCCUPATIONS USING

READING AND WRITING SKILLS

so 90

LISTENING COMPREILMION

Literal

Interpretive

Evaluative

TALKING (ONE TO ONE)

Give Directions

Give Information

Ask Questions

Debate with Peers/Spirs

Diverting Conversation

Debate with Customers

Persuasive Conversation

GROUP DISCUSSIONS

Participate in

Give Directions/Info. to

Control

Give Persuasive Talks to

TALK TO AUDIENCE

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Persuasive Talk

INTERVIEW/COUNSEL

Information Centered

Problem Centered

INSTRUCTIONAL TALK

Demonstrate

Instruct

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The evidence about the comprehension levels is most striking!

90% listen at the interpretive level and 54% read at that level; but only

19% and 11% respectively listen and read at the evaluation level of

comprehension.

Only 30% of the occupations are required to participate in group

discussions, 5% give formal talks and only 11 to 22% use interviewing or

counselling communications. (Data are now being reviewed from a third

survey of first line foremen /supervisors and these latter skill require-

ments appear to be required at that level.)

The data on types of reading include skills which are, perhaps,

traditionally considered mathematics skills. Whether or not these skills

belong to one subject and/or another, the evidence should provide some

indication of the types of reading performed and necessarily affect our

instructional strategies.

Implications of the Derived Reading Skills,

Despite some lack of comprehensiveness, a wealth of information,

which is appropriate to adult skill development in pre-employment training,

has been obtained. Not everyone will, perhaps fortunately, agree on the

further research and development that should be carried out as a result of

this evidence.

The following conclusions appear pertinent and relevant to adult

skill development:

1. The data an reading and listening suggest that increased emphasis

should be given to a solid grounding in the basic literal and

10

interpretive levels of comprehension and, perhaps, less attention to

tilt writer's tone, style, mood, imagery, metric patterns and other

skills normally associated with evaluative comprehension.

2. It is neither relevant nor appropriate to teach rigorous sentence

analysis, compound sentence structure, and elaborate paragraph

structure to the 54% of the working force whose only writing consists

of short notes and words/figures/phrases on forms, unless the adults

wish to acquire these higher level skills for reasons other than

pre-employment development.

3. It would be appropriate to have adult students develop reading skills

using business books and manuals instead of the literature commonly

held in school libraries.

4. Adult students !1'.ould systematically be taught effective questioning,

listening and task oriented conversational behaviors.

5. All adults taking pre-employment training should receive instruction

in the elementary techniques of instructional communications.

6. Reading tests should be devised, which measure the ability to read

business forms and manuals, and used for pre-employment training/

testing in lieu of the various standard reading comprehension tests.

7. Writing and talking tests should also be developed which are criterion

referenced to the communications skills used in carrying out

occupational tasks.

11

Further Generic Skills Research

These studies are being continued, as follows:

1. Individualized skill packages are being developed for each of the

identified generic skills. These packages will contain diagnostic

and prescription tests to determine entry skills and to prescribe

necessary learning activities. These packages will be criterion

referenced to instructional objectives and to learning media. The

packages will also contain mastery tests to measure skill achievement.

2. Additional surveys will be carried out to identify a broader range of

generic skills and to determine skills used in an expanded range of

occupations.

3. Profiles of skill requirements for each occupation and clusters of

skills (core skills, occupational families and career ladders) are

being developed to supplement the traditional grade levels used for

pre-employment and job employment practices.

Other Needed Research

The information obtained to date in the Generic Skills studies

has possibly suggested more questions than conclusions. The following

lines of research are offered as possible ways to obtain solid information

needed by those who are involved in developing and teaching communication

strategies:

1. Reading, writing and talking standard tests, normatively derived, should

be developed and criterion referenced to the communications skills

12

actually used in carrying out occupational tasks. This seems

particularly important, for both the emerging countries which have

low literacy levels and for the disadvantaged populations of the

more industrialized nations.

2. Studies should be carried out to examine the communications skills

used outside the work environment. What skills are used by house-

wives? Do we know what communications skills are used in various

community groups and associations? Perhaps the orientation in

teaching strategies and in testing has been to "good" literature

comprehension and appreciation and not enough to the more mundane

requirements of reading newspapers, periodicals, sales brochures and

the like, which make up so much of the normal patterns of reading.

3. There appears to be an obvious need to carry out empirical studies

to determine the relevance of the processes of skills thought to be

involved in reading comprehension. Such a need was also identified

by Davis (1971).

13

REFERENCES

Bloom, B. S., et al, Taxonomy of Educational Objectives, Handbook 1:

Cognitive Domain, New York; McKay, 1956.

Davis, F. B., Fundamental Factors of Comprehension in Reading. Unpublished

doctoral dissertation, Harvard University, 1941.

Dais, F. B., Psychometric Research on Comprehension in Reading. In The

Literature of Research in Reading with Emphasis on Models, New

Brunswick, N.J.: Graduate School of Education, Rutgers University,

1971. Pp 8-3 to 8-60.

Kingston, A. L., A conceptual model of reading comprehension. In E. P.

Bliesmer and A. J. Kingston (eds.), Phases of College and Other

Reading Programs, Milwaukee: National Reading Conference, 1961.

Pp 100-107.

Smith, A. De W., Generic Skills, Information Canada, Prince Albert,

Saskatchewan, 1973.

Smith, A. De W., Generic Skills Technical Supplement, Information Canada,

Prince Albert, Saskatchewan, 1973.

Smith, A. De W., Kawula, W. J., Tippett, L. G., Curtis, P. and Depew, J.,

Generic Skills in the Interpersonal and Reasoning Domains, Training

Research and Development Station, Prince Albert, Saskatchewan, 1974.