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The relationship of measurable performance objectives to reading achievement
In recent years there has been a continuous search for programs and materials which would assist our schools in offering a solution to the problem of low reading achievement shown by a considerable number of our students. Many innovations have been suggested in an effort to meet this challenge. Among these are behavioral objectives set up by school districts as well as by private industry. These behaviorally stated objectives sometimes referred to as performance or goal-referenced objectives are ones which describe the behavior the student will exhibit when they have attained the stated goal (Popham, 1970b). It has been suggested that the implementation o£ these innovations would be best directed and strengthened by teachers in the field (Lichtman, 1971). In using the Harper and Row state reading texts the primary teachers at the McKinna School in Oxnard, California expressed the need for an instrument to further diagnose the student's needs. It was with this impetus that the reading teachers with the help of the classroom teachers at this school began to formulate behavioral objectives to use in the classroom. The skills of the Harper and Row texts were tabulated and analyzed as to their introduction and reinforcement. The book sequence was divided into sections and behavioral stated objectives were established for each skill with an evaluation tool to measure the proficiency of each.