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Modern society as it has evolved is fragmented, but its ever increasing complexity has developed so many interfaces that reintegration has become mandatory. Cable television (CATV) can serve as an integrating force which can help members of the community to pool their resources in a variety of problem-solving efforts. This can only happen, however, when CATV demonstrates that it has a practical pay-off by showing that it can assist individuals to overeome their feelings of helplessness in the face of huge problems. For this to occur, cable systems will have to be designed in accordance with the defined needs of communities. Systems such as the one designed for the Community Communications Project in New Paltz, New York can serve as working models for others in the field. (PB)

Prepared for use in grade five, this language arts curriculum guide bases its reading strand on "Trails to Treasure" (Ginn 100), its English strand on "Roberts English Series" (Harcourt), its spelling strand on "Sound and Sense in Spelling" (Harcourt), and its handwriting strand on "Better Handwriting for You" (Noble and Noble). Some of the divisions in the guide are given to general and specific objectives for language arts, time allotments, a linguistic program for grade five, a proofreading checklist for written composition, reading, an informal reading inventory, reading materials, suggested stories for oral reading, spelling, handwriting, listening, literature, and oral composition. (HOD)

Prepared for use in grade eight, this language arts curriculum guide bases its reading strand on "Exploration through Reading" (Ginn 100), its English strand on "Roberts English Series" (Harcourt), its spelling strand on "Sound and Sense in Spelling" (Harcourt), and its handwriting strand on "Better Handwriting for You" (Noble and Noble). Some of the divisions in the guide are given to general and specific objectives for language arts, suggested time allotments, a lingusitic program for grade eight, grading and correcting compositions, reading, an informal reading inventory, reading materials, spelling, handwriting, listening, literature, and oral composition. (HOD)

This language arts curriculum guide was prepared for use in grades one through three. The English strand of the language arts is based on the "Roberts English Series," the reading on the "Ginn 100 Series," the spelling on "Sound and Sense in Spelling," and the handwriting on the "Noble and Noble Series." Among the divisions of the guide are those given to general and specific objectives, time allotments, literature, choral speaking, listening, spelling, dictation, handwriting, grammar and syntax, oral composition, written composition, and reading. The general outlines and suggestions might apply to any text and constitute the skills and concepts which should be developed at each grade level. (The second part of this guide is given to reading instruction in grades 1-3; See CS 000 670.) (HOD)

Prepared for use in grade seven, this language arts curriculum guide bases its reading strand on "Discovery through Reading" (Ginn 100), its English strand on "Roberts English Series" (Harcourt), its spelling strand on "Sound and Sense in Spelling" (Harcourt), and its handwriting strand on "Better Handwriting for You" (Noble and Noble). Some of the divisions in the guide are given to general and specific objectives for language arts, time allotments, a linguistic program for grade seven, grading and correcting compositions, reading, informal reading inventory, reading levels, reading materials, spelling, handwriting, listening, literature, and oral composition. (HOD)

Prepared for use in grade six, this language arts curriculum guide bases its reading strand on "Wings to Adventure" (Ginn 100), its English strand on "Roberts English Series" (Harcourt), its spelling strand on "Sound and Sense in Spelling" (Harcourt), and its handwriting strand on "Better Handwriting for You" (Noble and Noble). Some of the divisions in the guide are given to general and specific objectives for language arts, time allotments, a linguistic program for grade six, reading, reading levels, an informal reading inventory, reading materials, suggested stories for oral reading, spelling, handwriting, listening, literature, and oral composition. (HOD)

Prepared for use in grade four, this language arts curriculum guide bases its reading strand on "Roads to Everywhere" (Ginn 100), the English strand on "Roberts English Series" (Harcourt), the spelling strand on "Sound and Sense in Spelling" (Harcourt), and the handwriting strand on "Better Handwriting for You" (Noble and Noble). Some of the divisions in the guide are given to general and specific objectives for language arts, time allotments, a linguistic program, a proofreading checklist for written composition, reading, an informal reading inventory, reading levels, suggested stories for oral reading, a list of spelling "demons," handwriting, listening activities, literature, and oral composition. (HOD)

Organizational procedures and principles underlying a high school reading program are presented. The proposed developmental reading program involves creating positive attitudes toward reading and directing growth in vocabulary, word form mastery, all phases of comprehension and interpretation, reading speed, and oral reading. Practical application of reading skills in the content area subjects is stressed, and the need for total teacher involvement in the reading program is pointed out. Suggestions for appropriate remedial reading services are listed. Special emphasis is placed on evaluation of the total reading program and on the need for preparation of reading teachers. References are included. (RT)

This thesis presents a new iterative algorithm for solving an n by l solution vector w, if one exists, to a set of linear inequalities, A w greater than zero which arises in pattern recognition and switching theory. The algorithm is an extension of the Ho-Kashyap algorithm, utilizing the gradient descent procedure to minimize a criterion function for a solution of the linear inequalities. The criterion function to be minimized is J(Y)=4 Sum(Cosh Yi) (Cosh Yi) where y=A w - b and b is a vector with all positive elements. This criterion function has a larger gradient than previously used and a faster rate of convergence than the Ho-Kashyap algorithm for a certain range of the initial value of b. For problems where a large number of iterations were required for the Ho-Kashyap algorithm, the proposed algorithm reduced the number of iterations by a factor of 20 to 450. The generalization of the proposed algorithm applicable to multi-class pattern classification problems is presented and a convergence proof is given. (RP)

A CURRICULUM GUIDE TO REMEDIAL READING FOR GRADES 3-12 PREPARED BY THE INDIANA STATE COMMITTEE ON READING IS PRESENTED. EIGHT MAJOR AREAS ARE DISCUSSED IN THE GUIDE--(1) THE PURPOSE OF THE REMEDIAL PROGRAM AND ITS RELATIONSHIP TO OTHER PROGRAMS, (2) THE ORGANIZATION OF THE SUMMER REMEDIAL READING PROGRAM, (3) THE DIAGNOSTIC PROCEDURES IN REMEDIAL READING, (4) REMEDIAL READING INSTRUCTION, (5) WORD ATTACK SKILLS, (6) COMPREHENSION AND LEISURE READING, (7) STUDY SKILLS AND CONTENT READING, AND (8) EVALUATION, REPORTING, AND FOLLOWUP OF THE REMEDIAL PROGRAM. SAMPLE LESSONS, CHECKLISTS, INFORMAL TESTS, AND SPECIFIC SUGGESTIONS FOR TEACHING ARE INCLUDED. A SELECTED BIBLIOGRAPHY PROVIDES BACKGROUND IN THE PHILOSOPHICAL AND RESEARCH FOUNDATIONS OF THE READING PROCESS AND READING INSTRUCTION, READING MATERIALS AND EQUIPMENT FOR GRADES 1-12, STANDARDIZED TESTS, SUGGESTED FORMS TO BE USED IN A READING PROGRAM, AND PUBLISHERS' ADDRESSES. (LS)

A CURRICULUM GUIDE FOR DEVELOPMENTAL READING, GRADES 1 TO 8, WAS PREPARED BY THE STATE COMMITTEE ON READING, INDIANA DEPARTMENT OF PUBLIC INSTRUCTION. SIX MAJOR AREAS ARE DISCUSSED--(1) PHILOSOPHY, OBJECTIVES, AND CHARACTERISTICS OF A GOOD READING PROGRAM, (2) ORGANIZING A TOTAL READING PROGRAM, (3) ORGANIZING FOR CLASSROOM INSTRUCTION, (4) TEACHING ACTIVITIES TO DEVELOP SPECIFIC SKILLS, (5) EVALUATING THE READING PROGRAM IN THE TOTAL SCHOOL SYSTEM, AND (6) IMPROVING THE READING PROGRAM. ALL ASPECTS OF THE READING PROGRAM FROM PUPIL GROWTH AND DEVELOPMENT TO TEACHING TECHNIQUES AND TRAINING, ADMINISTRATION OF THE READING PROGRAM, AND INVOLVEMENT OF PARENTS ARE EXPLORED. SPECIFIC SUGGESTIONS FOR TEACHING INCLUDE SAMPLE LESSONS, SELF-ANALYSIS CHECK LISTS, PROGRAM EVALUATION CHECKLISTS, AND LISTS OF SKILLS AND ATTITUDES AND AIDS IN STUDYING. A PROFESSIONAL BIBLIOGRAPHY FOR READING TEACHERS PROVIDES EXTENSIVE LISTS OF MATERIALS AND EQUIPMENT, SELECTED READING TESTS, AND PUBLISHERS' ADDRESSES. (LS)

A BIBLIOGRAPHY OF DOCTORAL DISSERTATIONS FROM 1919 THROUGH 1960 IN THE AREA OF READING IS REPORTED IN MONOGRAPH FORM. OVER 700 STUDIES ARE CLASSIFIED UNDER 34 SUBJECT CATEGORIES, AND A SUMMARY STATEMENT IS INCLUDED FOR EACH CATEGORY. AN AUTHOR INDEX IS PROVIDED. THIS PUBLICATION IS A BULLETIN OF THE SCHOOL OF EDUCATION OF INDIANA UNIVERSITY, VOLUME 40, NUMBER 4, JULY 1964 AND IS ALSO AVAILABLE FROM THE INDIANA UNIVERSITY BOOKSTORE, BLOOMINGTON, INDIANA, FOR $1.25. (BK)

A CUMULATIVE EDITION, CONTAINING TWO "INFORMATION BRIEFS" AND THREE "NEWSLETTERS," OF THE 1ST YEAR'S PUBLICATIONS OF ERIC/CRIER IS PRESENTED. THE EDUCATION RESOURCES INFORMATION CENTER/CLEARINGHOUSE ON THE RETRIEVAL OF INFORMATION AND EVALUATION IN READING IS A JOINT PROJECT BETWEEN THE INTERNATIONAL READING ASSOCIATION AND INDIANA UNIVERSITY IN COOPERATION WITH THE U.S. OFFICE OF EDUCATION (USOE). THE MAIN TOPICS DISCUSSED ARE THE ORGANIZATION AND GOALS OF ERIC/CRIER, THE NEW USOE PUBLICATION--"RESEARCH IN EDUCATION," THE CLEARINGHOUSES WHICH COMPRISE THE ERIC INFORMATION SYSTEM AND THE AREAS OF EDUCATION WITH WHICH THEY WORK, THE PROCEDURE FOR OBTAINING MICROFICHE AND HARD COPY REPRODUCTIONS OF DOCUMENTS IN THE ERIC COLLECTION, AND THE AVAILABILITY OF MICROFICHE READERS. OF SPECIAL INTEREST IS "INFORMATION BRIEF NUMBER I" WHICH INVITES READERS TO AID IN THE ACQUISITION OF SIGNIFICANT MATERIALS ON READING, BOTH PUBLISHED AND UNPUBLISHED. INFORMATION ON THE TYPES OF MATERIALS DESIRED AND DIRECTIONS FOR SUBMITTING THEM ARE GIVEN. (RH)

This book discusses volunteer reading programs, which have been and are being established as a result of the high illiteracy level in the United States. These programs tend to fit into three categories: (1) supportive programs which take place within the school or school system, (2) supplemental programs operated essentially from outside the school but in close cooperation with it, and (3) parallel programs outside the school which provide alternative programs for those no longer in contact with conventional schools. The tutoring is on an individual or small group level. Volunteer tutors are individuals from all fields, with a common interest in helping others learn to read. Chapters discuss: preschool, elementary, and thirteen-plus programs; operating principles and patterns; how to succeed with individual learners; and recommendations to assist the development and expansion of volunteer forces in the field of reading. (LL)

This article presents brief summaries of the 114 dissertations completed by Ed.D and Ph.D. candidates at Indiana University in the English Language Arts between 1941 and 1970. (MM)