Normal first graders received neurological training along the lines suggested by Carl H. Delacato; a 5-year followup study evaluated their subsequent reading ability as compared to a control group. (KW)

Based on part of author's doctoral dissertation, Department of Special Education and Institute for Research on Exceptional Children, University of Illinois, January, 1970. (JJ)

Concludes that direct instruction and practice in following directions increase students' task performance ability and stresses the need to use intrinsically motivating materials in language arts developmental skills programs. Tables and bibliography. (RW)

Discussion of the following commonly accepted myths: 1) man is a rational being, 2) standards must be maintained, 3) a lot of work is better than a little, 4) basic skills must be given priority in a curriculum, 5) small classes are better than large classes, 6) reading ability is related to intelligence. (Author)

The cued forgetting of reading-delayed boys was compared developmentally with that of normal reading agemates. First-, third-, and fifth-grade boys were presented with slides of common objects. Remember (R) and forget (F) cues followed each picture. Differentiation between R and F items increased as a function of developmental level and reading…

Concludes that not all functions of oral language develop to the same extent in readers and nonreaders and that this is not related solely to IQ. (FL)