ABSTRACT
In the model of objectives the chapter describes the three types of skills were derived by a process of analysis of the most complex skill into less complex ones, and the analysis of concepts produced an array of conceptual objectives of different levels of generality. However, whereas objectives focus on the outcomes of teaching and learning, task analysis focuses on the constituent processes of the final outcomes. This chapter discusses the types of learning involved in the various sub-tasks. In terms of the teacher's task this might be expressed as a sub-task thus: 'Identifies the types of learning involved in the execution of the sub-tasks in the learner's task'. Identifying the type of learning involved in each of the learner's sub-tasks is the crucial element in the teacher's task analysis. Task sequence plays an important part in learning to read, as indeed it does in most types of learning.
