Discusses various writings on behavioral objectives for teaching English and wonders why objectives such as concepts, generalizations, insights or understandings are omitted by today's behavioral objectivists. (RB)

Discusses eight myths about reading that prevent the development of optimum reading programs. (VJ)

Results suggested that LD adolescents do not automatically generalize recently learned social skills to novel role playing situations and the natural environment. Also, high performance in a novel role playing situation does not necessarily mean that a student will show a correspondingly high performance in the natural environment. (Author/SEW)

Participation over five years by 12 moderately/severely retarded six to 10- year-olds in a Distar Language and Reading Program, which emphasizes direct instruction and general case strategies, resulted in statistically significant IQ gain and improvements in language competency. (CL)

Six behaviorally handicapped elementary students participated in short-term resource treatment to bring their behavior under the control of a combination of treatment procedures emphasizing self-evaluation. Results indicated that students maintained appropriate classroom behavior in their regular classrooms, once self-evaluation procedures were…

A persistent problem in language skills programs for children is how to promote generalization so the child can use communication skills in almost any situation. Consideration of the manner in which stimuli are presented, the kinds of responses required, and the way reinforcement is dispensed may help to solve the difficulty in moving from…

Examines developmental trends in and relationships between the metacommunicative, metamemorial, and metasocial-cognitive skills of 182 first- through sixth-grade children. (Author/MP)

Findings of the three experiments indicated that normal children can successfully teach social responses (i.e., delayed imitation, cooperative play, and verbalization of positive comments) to withdrawn mentally retarded peers (8 to 13 years old). Effects generalized across stimulus and response conditions, while the levels of responding were…

A technique is introduced to study the flow of information through processing stages in choice reaction time tasks. It was designed to determine whether response preparation can begin before stimulus identification is complete ("continuous" models) or if a stimulus must be fully identified prior to any response activation…