Results are presented for 107 dyslexic children who received instruction through a "dyslexia-centered" (structured, sequential, cumulative, and thorough) program at a hospital clinic, a unit attached to a university department, or a private center. This teaching program proved very successful at all three settings. (Author/SJL)

Suggests a common format for analyzing and evaluating learning systems which takes into account costs, skill requirements and sequence, instructional techniques and requirements, motivational factors, and evaluation. (RAO)

Focuses the attention of the school media supervisor on instructional planning as one major element that could be lacking in a media program designed to meet current educational challenges. Discusses institutional factors, personal factors, and changing conditions of the job that influence such planning. (Author/JD)

Theoretical and research literature on learner, program, and adaptive control as forms of instructional management are critiqued in reference to the design of computer-based instruction. An adaptive control strategy using an online, iterative algorithmic model is proposed. (RAO)

Presents a single integrated set of procedures for both analysis and design of instruction according to the Elaboration Theory. (JEG)

Discusses basic differences between cognitive and behavioral approaches to instructional design, emphasing the role of concept analysis in the design of instruction. (RAO)

In response to Robin Kinross' review of "Designing Instructional Text," support is given for the use of new ways of presenting instructional text in a cost-effective manner. (RAO)

Examines 44 published research studies involving advance organizers, and evaluates four specific predictions of assimilation theory. Analysis of the specific qualifications and specific predictions of assimilation theory suggests that assimilation theory is well supported by the results of advance organizer studies. (Author/RAO)

How to design a programed course with successive classes of students until the role of the instructor becomes minimal. (LS)

Contends that the 'spiral' or 'simple-to-complex order of information presentation' method of teaching business writing is highly effective. Outlines ten steps that teachers may follow in designing instructional formats. (MH)

Describes the Literacy Pyramid (based on the United States Department of Agriculture food pyramid), a classification of eight instructional events, which is intended as a framework for teachers to think about the purpose of various instructional formats and about organizing time for language arts instruction. (SR)

This report on an annual salary survey of trainers (n=2,223) indicates that people at the top received the largest increases and four job categories saw actual pay shrink (especially one-person training departments). Tables depict salaries by region, gender, and the following categories: executives, managers, classroom instructors, instructional…

Discusses arguments for and against learner control of hypertext environments in an instructional context and reviews the research evidence on learner control. Finds that while hypertext gives learners the means to access information flexibly and individually, designers should exercise caution in allowing the learner too much control. (Author/DGM)

The strongly positivist beliefs on which traditional conceptions of instructional design (ID) are based derive from Aristotelian logic and oversimplify the world, reducing human learning and performance to a repertoire of manipulable behaviors. Reviews the cases against deterministic predictability and discusses hermeneutic, fuzzy logic, and chaos…

Formulates rules for adapting the appropriate amount of instruction to learning needs in computerized adaptive instructional systems. The framework is derived from Bayesian decision theory and the procedures are demonstrated for the problem of determining the optimal number of interrogatory examples for concept learning in the Minnesota Adaptive…