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Presented are remedial activities for use by the classroom teacher with learning disabled elementary school children in her regular class. An introductory section discusses specific learning deficits, general motor coordination deficits, and behavior manifestations. Offered are 15 generalizations about teaching the learning disabled child such as the importance of careful evaluation. Provided for each of 50 remedial areas is a definition of the desired skill, an example of a related disability, and five to 25 remedial suggestions. Teaching suggestions are given for the following gross motor skills: rolling, running, jumping, skipping, throwing, balance, posture, body movement, rhythm and muscle strength. Activities for visual-motor fine muscle coordination and handwriting are given in the category of fine motor skills. Suggestions are also given for the following perceptual-motor skills: body image, position in space, spatial relationships, directionality, laterality, tactile discrimination, and manual expression. Also provided are teaching suggestions for the following visual skills: visual coordination and pursuit, visual reception (decoding), visual memory, visual sequencing, visual-figure ground differentiation, visual form discrimination, visual closure; and the following auditory skills: auditory reception (decoding), auditory discrimination, auditory memory, auditory sequencing, auditory-vocal association, and sound blending. Conceptualization skills are divided into the areas of general information, vocabulary, comprehension, classification, vocal fluency and encoding, letter recognition, spelling grammatic closure, and arithmetic processes. A final section on disorders of behavior offers remedial suggestions for distractibility and perservation. (DB)

This report defines spatial ability operationally (consisting of three components) and reviews possible sex differences in this ability as reported in the literature. The relationship between mathematical ability and spatial ability is discussed. Researchable hypotheses about how differential spatial ability may effect mathematics achievement are suggested. (Author/LS)

THE ROLE OF VISUAL SENSORY DEFICIENCIES IN THE CAUSATION READING DISABILITY IS DISCUSSED. PREVIOUS AND CURRENT RESEARCH STUDIES DEALING WITH SPECIFIC VISUAL PROBLEMS WHICH HAVE BEEN FOUND TO BE NEGATIVELY RELATED TO SUCCESSFUL READING ACHIEVEMENT ARE LISTED--(1) FARSIGHTEDNESS, (2) ASTIGMATISM, (3) BINOCULAR INCOORDINATIONS, AND (4) FUSIONAL DIFFICULTIES. FOUR PRIMARY RESPONSIBILITIES OF THE SCHOOL CONCERNING VISUAL PROBLEMS AS APPLICABLE TO THE CLASSROOM TEACHER ARE CITED--(1) THE DETECTION OF VISUAL PROBLEMS, (2) THE REFERRAL OF THE CHILD TO THOSE PROFESSIONALLY QUALIFIED, (3) THE ADJUSTMENTS OF INSTRUCTION TECHNIQUE, METHODS, AND EXPECTATIONS BASED UPON THE NATURE AND SEVERITY OF THE VISUAL PROBLEM, AND (4) LEADERSHIP AND PARTICIPATION IN RESEARCH. A BIBLIOGRAPHY IS INCLUDED. THIS ARTICLE IS PUBLISHED IN THE "JOURNAL OF READING," VOLUME 9, OCTOBER 1965. (MD)

This program guide outlines an advanced laboratory course using multimodal materials from junior high school to college which is designed to improve reading and comprehension, visual and auditory efficiency, and study skills. Each student begins at a test-determined level and progresses as skill and efficiency increase. The basic purpose is to provide students with an opportunity to practice those reading skills which will be most helpful to them in reading the quantities of materials required in many content courses. Performance objectives, rationale, course content, teaching strategies, student resources, and teacher resources are included. (AW)

SLIDES OF SELECTED TEXTBOOK ILLUSTRATIONS, DRAWN TO HIGHLIGHT THE PERTINENT AREAS OF THE ILLUSTRATION BY MEANS OF SHADING AND ILLUMINATION, WERE USED TO EVALUATE THEIR EFFECTIVENESS OVER SELECTED SLIDES OF CONVENTIONAL ILLUSTRATIONS AND DIAGRAMS IN WHICH ALL DETAILS WERE PROMINENTLY DISPLAYED. WHEN THE CONTROL SLIDES WERE PRESENTED, A TEACHER USED A POINTER TO INDICATE THE PERTINENT DETAIL IN COORDINATION WITH THE DIALOG. THE PROJECTED SLIDES WERE ACCOMPANIED BY A TAPED DIALOG. JUNIOR HIGH SCHOOL, HIGH SCHOOL, AND COLLEGE STUDENTS IN SCIENCE COURSES COMPRISED THE STUDY POPULATION AND WERE DIVIDED INTO EXPERIMENTAL AND CONTROL GROUPS. BOTH GROUPS RECEIVED THE SAME DIALOG, ONLY THE SLIDES DIFFERED. THE SLIDES AND ACCOMPANYING DIALOG WERE MADE FOR THE FIELDS OF BIOLOGY, CHEMISTRY, PHYSICS, GEOMETRY, STATISTICS, AND MECHANICS AND WERE PRESENTED IN ONE OR TWO LECTURES OF ABOUT 40 MINUTES DURATION. RESULTS OF TESTS INDICATED THAT THE EXPERIMENTAL SLIDES TENDED TO BE SOMEWHAT SUPERIOR TO CONVENTIONAL SLIDES IN LECTURES ON BIOLOGY AND MECHANICS, REQUIRING ILLUSTRATION OF CONCRETE OBJECTS. IN SUCH COURSES AS CHEMISTRY AND PHYSICS, REQUIRING EXTENSIVE PROBLEM-SOLVING, THE SUPERIORITY OF THE CONVENTIONAL APPROACH WAS INDICATED. IN GEOMETRY AND STATISTICS, THE DIFFERENCES WERE NEGLIGIBLE. ANALYSIS OF EFFECTIVE EXPERIMENTAL SLIDES LED THE AUTHOR TO INFER THAT AN EFFECTIVE VISUAL DEMONSTRATION CONTAINS NO EXTRANEOUS DETAILS AND IS CAPABLE OF COMMANDING ATTENTION BY SELECTIVE SHIFTS IN FIGURE-GROUND CONTRAST. (PM)

THE RELATIONSHIP OF AUDITORY-VISUAL AND TACTUAL-VISUAL INTEGRATION TO INTELLIGENCE AND READING ACHIEVEMENT WAS INVESTIGATED. IN ADDITION, THE RELATIONSHIP OF THE TWO INTERSENSORY INTEGRATION TASKS TO EACH OTHER AND TO THE TYPE OF READING ERRORS MADE ON AN ORAL DIAGNOSTIC READING TEST WAS ALSO EXPLORED. THE SAMPLE WAS COMPOSED OF 121 WHITE FOURTH-GRADE BOYS DRAWN FROM A MIDDLE-CLASS SUBURBAN COMMUNITY. THE MEASURE OF TACTUAL-INTEGRATION REQUIRED THE MATCHING OF A GEOMETRIC SHAPE FELT, BUT NOT SEEN, TO ONE OF FOUR VISUAL CHOICES. THE MEASURE OF AUDITORY-VISUAL INTEGRATION REQUIRED SUBJECTS TO MATCH A RHYTHMIC AUDITORY PATTERN WITH ONE OF FOUR VISUAL DOT PATTERNS. THE TACTUAL-VISUAL TEST, AUDITORY-VISUAL TEST, AND THE GATES-MCKILLOP READING DIAGNOSTIC TEST WERE ADMINISTERED TO ALL SUBJECTS. SCORES ON THE HENMON-NELSON INTELLIGENCE TEST AND THE IOWA TESTS OF BASIC SKILLS WERE OBTAINED FROM SCHOOL RECORDS. ALL THE DATA WERE SUBJECTED TO A CORRELATED ANALYSIS. THE RESULTS OF THE STUDY INDICATED THAT AUDITORY-VISUAL INTEGRATION SKILLS WERE SIGNIFICANTLY RELATED TO INTELLIGENCE AND TO BOTH SILENT AND ORAL READING ABILITY, WHEREAS TACTUAL-VISUAL INTEGRATION SKILLS WERE NOT, THE FINDINGS IN THIS CASE DIFFERING MARKEDLY FROM THOSE OF BUCHNER (COLUMBIA UNIVERSITY, 1964). IT WAS RECOGNIZED THAT THESE RESULTS HELD ONLY FOR THE TYPES OF INTERSENSORY INTEGRATION TASKS EMPLOYED AND THAT GENERALIZATIONS TO OTHER TYPES OF INTERSENSORY TASKS COULD NOT BE MADE. (GD)

A factor analysis of test data measuring the results of the Appalachia Preschool Education Program is presented. The program involved three treatments for 3-, 4-, and 5-year-old children. A control group as well as the three treatment groups was tested. A total of 20 subtests was administered; the scores on these comprised the variables that were factor analyzed by principal components and varimax rotation techniques. The results of the factor analysis showed that the tests used in the evaluation of the program were measuring four principal factors; these were visual identification, psychomotor ability, vocabulary, and auditory recall. All of the factors except auditory recall incorporated five or more variables; auditory recall received a loading from only one variable. Analysis of variance showed that children who received all components of the Preschool Education Program and the children who received two components scored significantly higher than children in the other two groups. Also, the absence of significant differences between scores of children in the various groups on measures related to visual identification and auditory recall suggests that the Preschool Education Program fails to differentially affect the performance of children in those areas. (Author/CK)

A description and application of the Frostig Developmental Test of Visual Perception are presented. The report includes a description of the Frostig as a total instrument and an overall analysis, as well as separate analyses and descriptions of each subtest. A brief summary of the experimental design and sampling plan also is included. A pilot study included administration of the Frostig to a sample of children, ages 3 to 6 years, in northern West Virginia. The results of this testing indicated overall deficits in the areas of figure-ground perception and form-constancy tasks. Results of the study indicate that paraprofessional personnel made a significant contribution in the area of same-different discrimination in terms of spacial rotation and that the television program had its major effect on eye-motor coordination, shape constancy, and the ability to conserve patterns after spatial rotation. (Author/CK)

This report on speech research contains papers describing experiments involving both information processing and speech production. The papers concerned with information processing cover such topics as peripheral and central processes in vision, separate speech and nonspeech processing in dichotic listening, and dichotic fusion along an acoustic continuum. Speech production topics covered include the activity of the intrinsic laryngeal muscles in voicing control, velopharyngeal function in oral/nasal articulation and voicing gestures, laryngeal adjustments for vowel devoicing in Japanese, vowel stress and articulatory reorganization, tension in some American English vowels, and word-final stops in Thai. One paper in the collection concerns reading machines for the blind. The final paper discusses the evolution of human speech anatomy. A list of publications and reports is provided along with author and title indexes to the previous status reports on speech research. (VM)

The experiment described in this report investigates the effects of various cognitive cues in questions asked regarding the relationship of elements in pictorial depth perception. The subjects of this study are 40 third grade Black and Puerto Rican children. They are confronted with four pictures from the Hudson Depth Perception Tests and asked to reply to questions concerning depth perception relationships. The varying cues in the question on relationships draw varying reactions from the subjects, thereby suggesting certain conclusions. The results support the theory that expressions containing marked adjectives are more difficult than their counterparts. Details of the experiment, findings, and discussion are included in this report. References are provided. (VM)

THE EFFECTS OF INSTRUCTIONS, TYPE OF LABEL, TYPE OF CONCEPT, AND SEQUENCE OF CONCEPTS BY TYPE UPON CONCEPT IDENTIFICATION WERE INVESTIGATED IN THIS STUDY. PERFORMANCE WAS ANALYZED IN TERMS OF FOUR TYPES OF TEST ITEMS. INSTRUCTION, FOCUSING ON THE CONCEPT TO BE ATTAINED AND THE CONCEPT NATURE, WAS FOUND TO FACILITATE CONCEPT IDENTIFICATION SIGNIFICANTLY BETTER THAN INSTRUCTION DESIGNED ONLY TO ACQUAINT STUDENTS WITH STIMULUS MATERIALS. STUDENTS PERFORMED AS WELL ON A SEQUENCE IN WHICH THEY IDENTIFIED TWO CONJUNCTIVE CONCEPTS FOLLOWED BY DISJUNCTIVE CONCEPTS AS THEY DID ON A SEQUENCE OF TWO DISJUNCTION CONCEPTS FOLLOWED BY TWO CONJUNCTIVE CONCEPTS. PRIOR EXPERIENCE WITH EITHER CONJUNCTIVE OR DISJUNCTIVE CONCEPTS TENDED TO LOWER LATER PERFORMANCE ON THE OTHER TYPE OF CONCEPT. USE OF LABELS OF HIGH FREQUENCY OCCURRENCE DID NOT RESULT IN PERFORMANCE SIGNIFICANTLY DIFFERENT FROM THAT OF LABELS OF LOW FREQUENCY OCCURRENCE. EXAMPLES OF THE CONCEPT CONTAINING NEITHER OR BOTH RELEVANT ATTRIBUTES WERE EASIER FOR SUBJECTS TO CLASSIFY AS BELONGING OR NOT BELONGING TO THE CONCEPT THAN EXAMPLES WITH ONLY ONE OR THE OTHER RELEVANT ATTRIBUTE PRESENT. (JC)

EFFECTS OF TONAL MEMORY OF TWO KINDS OF FACTORS WERE STUDIED. THE FACTORS WERE (1) THE CHARACTERISTICS OF STIMULI PRESENTED TO THE SUBJECT IN A PITCH IDENTIFICATION TASK, AND (2) THOSE EFFECTING THE RESPONSE THAT THE SUBJECT MAKES IN SUCH A TASK. FIVE HYPOTHESES WERE ADVANCED FOR STUDY. THE UNDERLYING ASSUMPTION WAS THAT THERE ARE IMPORTANT DIFFERENCES BETWEEN THE ACQUISITION OF LONG-TERM PITCH MEMORY AND THE ACQUISITION OF SHORT-TERM PITCH MEMORY. THREE EXPERIMENTS WERE CONDUCTED. THE FIRST EXPERIMENT WAS CONCERNED WITH TONAL MEMORY AND IDENTIFYING RESPONSE, THE SECOND EXPERIMENT WITH ACTIVITY LEVEL AND TONAL MEMORY, AND THE THIRD EXPERIMENT WITH THE EFFECTS OF VARIATIONS IN INTENSITY LEVEL AND FEEDBACK ON PITCH IDENTIFICATION. RESULTS INDICATED THAT (1) LEARNING DID NOT OCCUR WHEN THE DELAY BETWEEN THE STANDARD AND VARIABLE TONE WAS 10 SECONDS, (2) THE 50-DECIBEL STANDARD PITCH WAS SUPERIOR TO THE 50-DECIBEL VARIABLE PITCH, (3) AUDITORY FEEDBACK IS SUPERIOR TO VISUAL FEEDBACK AND DELAYED FEEDBACK IN FACILITATING PITCH IDENTIFICATION, AND (4) IT IS ADVANTAGEOUS TO PROVIDE IMMEDIATE AUDITORY FEEDBACK TO STUDENTS IDENTIFYING PITCHES. (HB)

Reported were extensive statistical data on the prevalence of abnormal eye conditions found on examination, heterophoria test results, and history of eye problems as well as extent of interrelationship of the eye examination and vision test findings among children aged 6 to 11 years in the United States, based on findings from the Health Examination Survey of 1963-1965. A total of 7,119 children were examined and were thought to be closely representative of the population from which they were drawn with respect to age, sex, race, region, and other demographic and socioeconomic variables. Selected major findings included: that nearly one-tenth of the children were found to have a disease condition or other abnormality in one or both eyes, that strabismus was the eye condition most frequently found, that two out of five children were found to have some marked degree of eye muscle imbalance, that significant deviations in the position of the binocular image at distance were likely to be ones of convergence or downward, that the prevalence of defective color vision was higher among children with defective than among those with normal visual acuity, and that the most frequent eye problems reported by parents for the children were those such as visual acuity defects and symptoms of burning or itching around the eye. (CB)

The pamphlet focused first on questions concerned with the relative ability of deaf and hearing students to visually process words when presented letter by letter, and with relationships existing among deaf students between the ability to process words presented tachistoscopically, letter by letter, and the ability of the same student to process words through finger spelling and through speech reading. Then reported was a study involving 33 deaf and 19 hearing students at the post-secondary level in which the processing of verbal information (words) visually and the relationship of the deaf students' ability to identify words presented in rapid letter-by-letter graphic sequence and ability to read finger spelling and to speech read were investigated. A comparison of the relative ability of deaf and hearing post-secondary subjects to correctly identify printed meaningful words when their letters were presented sequentially indicated that the deaf subjects were superior under all conditions tested. Lack of a statistically significant correlation between the ability to read printed words whose letters are presented sequentially and the ability to read words formed by speech suggested that the perception of these two tasks was different. (Author/CB)

The generation of dynamic mental imagery is known to facilitate paired associate (PA) learning in older subjects. Wolff and Levin (in press) have reported that children who were apparently too young to generate mental imagery of this kind did benefit from self-generated motoric interactions involving pairs of toys. Since the result was obtained whether or not the child could see the objects he was manipulating, it was interpreted as supporting Piaget's contention that imagery production in the pre-imagery child requires the internalization of motor actions. In the present study, we examined the child's ability to generate memory-enhancing interactions between object pairs when either visual contact with the objects, tactual contact, or both were absent. The PA performance of each of these activity groups (Visual-tactual, Visual-No Tactual, No Visual-Tactual, and No Visual-No Tactual) was compared with corresponding control groups which received imagery instructions, but had no opportunity to manipulate the object pairs. Rated quality of overt manipulation was lowered by the absence of tactual contact with the objects, but not by the absence of visual contact. Quality of manipulation was positively related to amount of facilitation of PA performance. These results support the involvement of overt activity in the young child's imagery production and learning, and also demonstrate the kindergarten child's inability to produce ongoing thematic activity when this activity is physically separated from the objects involved. (Author)

A course in introduction to the conducting of music groups of voices or instruments is presented. The approach used is a laboratory approach in which pupils will develop skills in score reading, physical gestures, rehearsal techniques, transpositions, voice and instrument ranges. Course objectives include: (1) The pupil will identify all instruments of the band and orchestra by sight and sound; (2) The student will identify various music forms; (3) The student will indicate familiarity with transposition as well as instrumental and vocal tessitura; (4) The student will demonstrate the baton motions for all standard meters; and (5) The student will indicate music interpretation in his conducting. Course content covers the development of performance skills, the expansion of the student's musical repertoire, and the study of transpositions, form, harmony, and theory. (Author/CK)

The research reported here was designed to measure the abilities of school-age children to form and generalize "visual concepts" on the basis of their observation of prepared sets of art reproductions. The art reproduction sets displayed similarities based upon various visual attributes. Discrimination of the attributes common to any given set was taken as evidence of concept formation. Selection of similar reproductions in additional displays was taken as evidence of concept generalization. Additionally, tape-recorded discussions of the test administrations were analyzed. These discussions yielded additional evidence of successful test performance (on a verbal dimension) and were useful in describing the character of children's abilities to discuss the visual attributes of art reproductions. Evidence gathered indicates that students at all grades (except, possibly, kindergarten) are able to form visual concepts from their observation of selected sets of art reproductions. Subjects also successfully described their classification of observed visual similarities when discussing the items. Students at all grade levels are also able to generalize visual concepts to previously unencountered examples. Reliability indices, computed for both types of displays, were below minimum standards for tests used to evaluate individual performance. The obtained reliabilities were attributed to interactions of low item intercorrelations, test length, and the lack of experience among subjects with the tasks tested. (Author/CK)

A component selection measure developed by Hale and Morgan (1971) was used to determine children's tendency to exercise selective attention. This tendency was assessed at six different levels of training, ranging from undertraining to overtraining, and was examined at each of three ages--4 (N=116), 8 (N=216), and 12 (N=104). In the learning phase, subjects learned the spatial position of each of several stimuli differing in shape and color; the posttest phase determined the degree of importance each subject gave to the two stimulus components during learning. The results indicated that as the subjects learned the task, they maintained a relatively wide focus of attention, acquiring information about both components. This finding is contrary to the James and Greeno (1967) model which indicated that children's attention did not become more selective as learning proceeded to criterion, and, also contrary to the model, overtraining did not generally tend to "broaden" attention as the subjects acquired little stimulus information beyond the point at which criterion had been reached. (For related document, see ED 058 603) (Author/JS)

Having rejected the assumption that children meeting the criteria of "unimpaired" possess the basic perceptual skills needed to organize raw data into meaningful symbolic units, and the notion that children less adept in these skills can be categorized as "learning disabled" or "culturally disadvantaged," the Learning Research and Development Center at the University of Pittsburgh initiated a project which resulted in the Perceptual Skills Curriculum. Organized into four goals, the project determined: (1) which perceptual skills are related to reading and arithmetic at the primary level, (2) whether such skills can be trained effectively, (3) whether training can be measured in classroom behavior, and (4) ways in which the training can be implemented in the classroom. It was concluded that perceptual skills can be managed in the classroom by using an organized testing and training program which recognizes individual differences among children. (A bibliography is included.) (HS)

Feeling that the key problem in working with delinquent adolescents is to help them bring their antisocial behaviors under control and establish more socially acceptable behaviors, the author points out that an important step is to change the pupil' attitudes about reading, test-taking, schools, and teachers. Suggested methods of motivation are knowledge of test results, rewards, social praise, and recognition. Recommended are programs of reading paperback books with an emphasis on book reports, adult modeling of reading behavior for delinquent adolescents disabled in reading, diagnostic teaching directed in small steps and coordinated with a concrete token system, and programs teaching visual-perceptual strategy to improve word recognition skills. References are included. (AW)