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This study represents part of an extended research program designed to explore the various parameters of imaginative play in children and their relationship to the later development of daydreaming and various cognitive skills or personality characteristics. The specific focus of this investigation was on role of adult intervention represented either by an actual teacher working with three and four-year-old children or by variations involving a live model in combination with a television program which placed considerable emphasis on make-believe. Other variables examined included indications of positive emotionality during play, ability to concentrate and carry through a sequence of connected activities, and the likelihood of direct physical assault on other children. Results indicated that children were most influenced when an adult acted as an intermediary while they watched television. Results are discussed in terms of the above mentioned variables. Educational implications are also cited. (Author/SBT)

Data obtained in 1956 on 629 households in 12 counties of the Arkansas Ozarks, matched and augmented by 1970 data on 313 households that covered half of the sample open-country segments used in the original study, form the basis of this study. Objectives of the study were to develop a statistical profile of the socioeconomic characteristics of the 1970 sample; to identify changes in the socioeconomic status of households since 1956; and to determine how those families remaining in the area have adjusted to changing economic opportunities in the community. Changes in socioeconomic characteristics of households and individuals are examined in the following areas: households and people in the open-country, occupational characteristics of the sample households, household and personal incomes, and Ozark farms and farming activities. The socioeconomic status of the households left behind is examined in terms of socioeconomic adjustment, employability attributes, and potential for progress. A list of 7 favorable aspects in economic readjustment is also presented. (PS)

Productive application of linguistics to the field of reading has made necessary the formulation, revision, and expansion of theories and models of reading to incorporate relationships among stimulus characteristics of writing systems and response components of phonological, morphological, syntactical, lexical, and affective systems. These variables are mobilized and organized according to the purposes of the reader in order to process and transform surface characteristics of oral or printed stimuli into a structural form and level that could result in a semantic interpretation. Reviewed herein are selections from the voluminous research evidence leading to these changes in theories and models of reading and implications of this evidence for reading theory and practice are discussed. (A 121-item bibliography is appended.) (Author/RD)

This volume contains research works completed in the areas of health, physical education, recreation, and allied areas during 1970. The publication is divided into three parts: I--Index; II--Bibliography; and III--Theses Abstracts. The Index offers an alphabetical cross-reference by subject for the works found in parts II and III. The Bibliography contains 976 research articles from 148 of the 212 periodicals reviewed by the Committee for Completed Research. Theses Abstracts were master's and doctor's theses from 59 institutions which offered graduate programs in health, physical education, recreation, and allied areas. Most references in this section are accompanied by abstracts and all are in alphabetical order according to institution. Major professors and names of institutional representatives who sent in the material are indicated for each article. Lists of the periodicals reviewed and reporting institutions are included. Names and addresses of the 11 member Committee on Completed Research are also presented. (Related document is SP006368). (BRB)

This volume contains research works completed in the areas of health, physical education, recreation, and allied areas during 1971. The publication is divided into three parts: I--Index; II--Bibliography; and III--Theses Abstracts. The Index offers an alphabetical cross-reference by subject for the works found in parts II and III. The Bibliography contains 940 research articles from 145 of the 215 periodicals reviewed by the Committee for Completed Research. These Abstracts are master's and doctor's theses from 77 institutions which offered graduate programs in health, physical education, recreation, and allied areas. Most references in this section are accompanied by abstracts and all are in alphabetical order according to institution. Major professors and names of institutional representatives who sent in the material are indicated for each institutional representatives who sent the material are indicated for each article. Lists of the periodicals reviewed and reporting institutions are included. Names and addresses of the 11 member Committee on Completed Research are also presented. (Related document is SP006369) (BRB)

Dialect has been a prominent suspect in recent years as a causal factor in the disparity between achievement of the majority group and of certain minority groups, including Mexican-Americans. The purpose of this study was to discover whether there is a significant relationship between dialect and oral reading achievement in grades 1-3 for Mexican-American children and, if so, to specify the nature of the relationship. Sixty children from grades 1-3 with Spanish surnames were given the Gates-McKillop Reading Diagnostic Test to determine their oral reading performance. A bilingual speaker interviewed parents and scored A Language Background Scale. Spontaneous language responses were assessed by using the Children's Apperception Test. Seven selected subtests from the Illinois Test of Psycholinguistic Abilities (ITPA), Revised Edition, were used to measure the subjects' language processing abilities in English. Some of the results indicated: (1) the sample was approximately at the normative mean in grade one and half a year below the mean in grade two in one school and in grade three in both schools; (2) different abilities become significant at different stages of the child's reading progress; and (3) children who experience more Spanish in the home tend to be lower in syntactic ability. (WR)

The specific purpose of this study was to evaluate the role of several decades of high out-migration in the socioeconomic adjustment of households left behind in the Arkansas Ozarks and to identify meaningful labor force and social adjustments to poverty area industrialization. The study involved 12 counties in north-central Arkansas. The research design compared the same families over a period of time since the same 12 counties were studied in 1956. The sample consisted of 313 open-country households yielding information for 148 non-migrant and 165 in-migrant families. Survey data revealed that non-migrant households did not share equally in the socioeconomic progress experienced by the residual residents of the area; that 43% of the non-migrant families and 38% of the in-migrant households experienced some income deprivation; that nonwork incomes play an important part for the majority of families, and that in-migrants have a considerable advantage in the labor market. (PS)

Descriptions of models of the initial acquisition stages of reading development and of methods for teaching beginning reading are provided in this conference report which not only describes individual models and strategies, but also draws together and summarizes current thinking in this area. The models range from the behavioristic works of Thorndike and Skinner to the field of cognitive learning models of Singer and Gibson. Included in the latter are the linguistic theories ranging in outlook from attention to simple decoding to concentration on meaning of clauses and sentences. It is argued that a hierarchical structure of tasks does exist in reading, that it is possible to provide instruction at various levels of the structure, and that it is further possible to determine hierarchies from analysis of factors involved in reading behaviors. It was also argued that since different instructional procedures seem to produce their best results in one or two of several skill areas perhaps some attempts at matching methods to individual readers would provide the most successful reading instruction for all. A bibliography is included. (MS)

Whether IQ is or is not related to reading depends on such variables as the difficulty of the task, the time allowed for learning, the quality of instruction, and the nature of the tests used for assessing intelligence and reading. The relationship between intelligence--as assessed by an individual measuring instrument, such as the Stanford-Binet--and reading is at least minimized if the difficulty of the task is within the capabilities of the learner, individual differences in rate of learning are taken into account, instruction is organized to facilitate sequential learning, directions are given clearly so that all students understand them, and assessment of progress is based on criterion-referenced tests. On the other hand, if all of these variables are at the other extremes of their continua, and particularly if group tests of intelligence and criterion-referenced tests of reading achievement are used, then the relationship between intelligence and reading tends to be maximized. (Author)

This project investigated whether teachers, committed and trained to teach reading in the content areas at the junior high school level, could improve the reading performance of all their students, particularly Mexican-Americans and blacks. The chapters are organized to reflect the accomplishments in all the objectives of the program. The first chapter summarizes the program and reports on the research conducted. The second chapter reviews the research made prior to the investigation. The third chapter describes the teaching materials found to be beneficial and how they were used. The fourth chapter discusses instructional processes and strategies for teaching reading in the content area. The fifth chapter contains information on the consulting role of the specialists and the dissemination objective of the project. The sixth chapter contains the content reading specialists' evaluation, a report on the project to the Board of Education of Riverside Unified School District, and a summary of an on-site evaluation made by an outside evaluator. The appendixes contain consultant reports, tests used in the project, project literacy reports, lists of references and trade books, and statistical analysis of data. (WR)

The materials in this report provide a case study of the development and validation of self-instructional lessons on four topics customarily included in a first college accounting course. For each topic, performance objectives were embodied in four criterion tests. The author provides documents relating to departmental curriculum decisions and to a personnel grievance that hampered the project. The project evaluation was accomplished by teaching elementary accounting both conventionally and by the system employing self-instructional materials during one semester and then comparing the performance scores of treatment groups on a number of subtests by analysis of variance. According to the report, those students who used the self-instructional materials did significantly better on subtests than did the conventionally taught students. The complete self-instructional materials and tests are contained in the document. (Author/JF)

The major focus of this investigation was concerned with discovering differences in the substrata-factor patterns which underlie speed and/or power of reading in various known groups: boys versus girls, bright versus dull, fast versus slow readers, and powerful versus nonpowerful readers. Subjects were 211 boys and 189 girls selected at random from the summer school population of the University of California Demonstration Secondary School. The 54 independent variables consisted of group-administered paper and pencil tests selected or constructed for the purpose of assessing areas which might bear a meaningful relationship to the criteria. Main areas assessed for the independent variables included mental abilities, linguistic abilities, verbal perception, listening comprehension, music ability and appreciation, academic attitudes and habits, interests, emotional-social problems, and chronological age. A substrata-factor analysis, a centroid-factor analysis, and separate treatment of the total group were performed. Results indicated that while reading ability is a composite of speed and power, beyond certain basic skills, different students may draw upon different factors to achieve reading success. Charts, tables, appendixes, and references are included. (WB)

Consideration of the facilities and the social implications of cable television will be undertaken by a Commission on Cable Communications. The Commission will consider issues of content, form, control, and transition. It will be concerned with the effect of cable television service on mass audiences, on society, on public television, and on the homes that cannot be served by cable. The task before the Commission may be beyond its capacity to complete, but it may be responsbile for a few steps taken in the right direction. (MF)

This document is a compilation of theses completed in the areas of health, physical education, recreation and allied areas for the year 1967. It is divided into two parts: an index and theses abstracts. The index contains a cross reference for all listings and the section on theses abstracts contains the listings and abstracts of unpublished masters and doctoral theses for 60 institutions offering graduate programs in health, physical education, recreation and allied areas. There is a total of 749 listings and abstracts to masters and doctoral theses. (HB)

Dial access information retrieval systems enable learners at remote locations to dial and receive instantaneous access to a wide range of selected audio and video materials. If such systems are to succeed and proliferate, a concerted attempt must be made to produce software based on student and curricular needs; a program must be constructed which stresses a positive, content oriented approach to teacher training; and flexible, economic, durable, and reliable hardware must be designed and produced. (SP)

This compilation lists research completed in the areas of health, physical education, recreation, and allied areas during 1969. It is arranged in three parts. Part 1 is a subject heading index in which cross references are given for all the listings in parts 2 and 3. Part 2 is a bibliography of published research, citing 801 articles published in 127 of the 198 periodicals reviewed. Part 3 lists 877 master's and doctor's theses from 73 institutions offering graduate programs in health, physical education, recreation, and allied areas. Most thesis references are accompanied by abstracts of the research; all are numbered in alphabetical order according to the institution. Appended are lists of the periodicals reviewed and institutions reporting. (JS)

Integration in Riverside Unified School District, California, justified on moral, legal, social, and educational grounds, provided a natural time-series experiment for testing the unexpected effects of lateral transmission of peer group values and normalization of instruction on the achievement of Anglos (81.5 percent), blacks (6.1 percent), and Mexican-Americans (10.7 percent). After 1-3 years integration for the various groups, results were analyzed by comparison of 1966-68 post-integration data with 1966 pre-integration cross-sectional data for primary and intermediate grades. Interpretation of these analyses supports the Coleman Report conclussion only partially: Anglo achievement was not reduced, but black and Mexican-American achievement was not improved due to integration. Determinants other than physical integration--very likely psychological and social integration--have to be considered for this continuing disparity in academic achievement. Plans and future research, based on differential input for attaining equal output, are aimed in this direction in the University of California--school district cooperative teacher education and research programs. When these plans become operative, then a test of consequence of a more sophisticated type of integration on the achievement and adjustment of Anglos, blacks, and Mexican-Americans would be available. (Author/RJ)

This progress report of the Riverside Unified School District comprises a summary of the effect of integration on the achievement of elementary pupils. Little change is considered to have occurred in the achievement of these students following integration. However, the achievement of many minority pupils, it is held, may eventually improve through the cumulative effects of the receiving pupils' home backgrounds and through the influence of favorable classroom atmospheres. It is noted that desegregation must be accompanied by intense efforts to provide instruction which will help compensate for earlier disadvantages. The report also includes a description of a project that emphasizes the areas of physical development of children, their cognitive development, and strengthening of their social identities. The project includes concentrated inservice teacher education in the field of cognitive development according to the theories of Piaget. Appended are papers on comparative data on Raven's Progressive Matrices Test and the Peabody Picture Vocabulary Test and on the effect of integration on the achievement of elementary pupils. (Author/JW)

The first section of this two-part collection of articles contains six papers and their discussions read at a symposium on Theoretical Models and Processes of Reading. The papers cover the linguistic, perceptual, and cognitive components involved in reading. The models attempt to integrate the variables that influence the perception, recognition, comprehension, and utilization of printed stimuli. Affective factors influencing these variables in both acquisition and performance are included. The final paper in the symposium presents a brief review of the literature on theoretical models in reading and draws implications for teaching and research from several models selected to represent the reading development continuum from kindergarten through college. The second part of this volume represents published papers on theories and processes of reading. Included among these are: (1) "The Substrata-Factor Theory of Reading: Some Experimental Evidence"; (2) "A Developmental Model of Speed of Reading in Grades Three through Six"; (3) "A Theory of Language, Speech, and Writing"; (4) "Reading: A Psycholinguistic Guessing Game"; (5) "The Reading Competency Model"; "The Nature of the Reading Process"; and (7) "Learning to Read." (Author/WR)

Pre- and in-service training of junior college administrators and teachers should be planned, directed, staffed, and administered by the junior college movement. Elements essential to such an institutional school are (1) the unique role of the junior college, (2) learning theory and teaching practices, (3) curriculum goals, (4) student affect, (5) administrator role, (6) student culture, (7) practice teaching, (8) programed instruction, (9) educational hardware, (10) instructional objectives, (11) sociometry, and (12) interdisciplinary planning. Certain authorities criticize university teacher training as inappropriate for junior college needs. The suggested institutional school would also: (1) qualify faculty for administrator training, (2) prepare specialists, particularly college vocational education teachers, and (3) provide a spiritual home for career junior college teachers. Problems could be (1) certification and salary modifications necessary to promote growth of the school, (2) type of degree or other recognition for graduates, (3) meeting the needs of the wide range of subjects taught in the junior colleges, (4) achieving articulation with universities and regional accrediting agencies, and (5) finding a sponsor for the school. (RM)