Explores the theory of developmental dyslexia and the theory of developmental immaturity and notes that evidence is not currently available to enable acceptance or rejection of either theory. Proposes research that is both cross-sectional and longitudinal in th areas of assessment and preventive programs. Includes a pro-reaction and a con-reaction…

Explains three exercises which emphasize the individual in a communication situation. (SW)

Argues that if students are unable to show improvement after two semesters of innovative writing instruction, they should not be forced to continue to write essays. (AEA)

Describes use of participant observation in a preschool setting, reporting findings on children's sociodramatic play, roles children assign adults, children's perceptions of teacher-directed organization and activities, children's spontaneous conversations, and individual learning differences and styles. Points out implications of such…

Presents a model for analyzing teachers' time allocation procedures in collective instruction along with a qualitative analysis of 10 elementary school teachers' implementations of short sequences of mastery learning. Sequences illustrate possible ways teachers adjust conditions that are formulated in the model. (Author/MP)

Reports on a study conducted in Hong Kong with adult readers indicating that highly educated Chinese/English readers used phonological encoding, but that less-educated Chinese-only readers did not. Speculates on the reasons why. (FL)

Argues that while story grammar is useful in teaching students to analyze stories, teachers must be aware that a story grammar approach appropriate for stories written in the Western tradition may not match stories written in the traditions of other cultures. Uses Japanese folktales to illustrate the point. (FL)

Describes a study in which two media presentations, tape-slide and film, were evaluated in order to determine their relative cost-effectiveness when used as automated teaching aids for the mentally handicapped. Sixteen references are listed. (Author)

Curriculum methods and materials need to address the values, individual traits, and learning styles of the handicapped child with racial or ethnic differences. (SBH)

Four models of teaching methods are presented: social interaction, information processing, affective instruction, and behavior modification. The need for adapting these models to individual students is explored. (JD)

There is a current trend toward matching the style of teaching with the cognitive style of the individual student. (JD)

The suggested framework for analyzing women's history considers two dimensions of past female experience. These are human-specific dimensions that women share to a considerable degree with men, and female-specific dimensions that women have in common with one another and for the most part do not share with men. (Author/DB)