Final answer:
Speech production is typically not a direct focus of classroom instruction, while phonological working memory, phonics, and rapid automatic naming are key academic skills commonly targeted in educational settings.
Step-by-step explanation:
Skills not directly focused on during classroom instruction typically pertain to those that are not primarily academic or those that develop naturally without targeted teaching strategies. Speech production generally falls outside the direct focus of classroom instruction unless the course is specifically tailored for speech therapy or language acquisition. In contrast, phonological working memory (PWM), phonics, and rapid automatic naming (RAN) are crucial for reading development and literacy, and are thus commonly included in educational curricula, especially in early schooling.
The phonological working memory is responsible for the temporary storage and manipulation of phonological information, phonics instruction helps students connect sounds to letters, and rapid automatic naming (RAN) is a skill where individuals quickly name a sequence of random letters or numbers. These are essential for reading and writing which is a manifest function of schools. However, speech production is generally developed through everyday interactions and is less commonly a targeted skill in instructional settings unless there is a specific need for intervention.