The brain-injured group performed with greater error scores and required more time to complete the tasks; although the brain-injured group took more time on the binocular tasks, their performance scores were similar to the nonbrain-injured group scores. (Author)

An abstract of a study done during doctoral work (Temple University, Philadelphia, Pennsylvania). (RJ)

Using visual and auditory memory sequencing tests with 140 children aged 8-10, this study aimed to investigate the assumption that visual and auditory memory are important component functions in children's spelling. (Author)

Paper presented at the Annual Conference of the National Society for the Prevention of Blindness (Milwaukee, Wisconsin, May 15, 1969).

Tested the validity of the Mandola Colorvision Screening Test, a color confusion test involving geometric designs and a tracing technique, as a screening test for color vision defects in 82 preschool and kindergarten children. Results indicated that MCST separates medium to strong color vision defects from the normal population. (JAC)

Short term group counseling via the telephone resulted in marked increases in activities of daily living among 12 legally blind veterans. Many subjects' personal coping goals were met as well, and social involvement also increased. No significant changes in levels of depression or agitation were noted. (CL)

The three-year Interactive Classroom Television System (ICTS) Project (a multicamera, multimonitor closed circuit TV system with videotaping and videoreplay capacity), involving a total of approximatey 40 partially sighted students, was assessed for three years. Results showed significant improvement in reading and mathematics, and positive change…

Between 1977 and 1980 vision examinations were given to 2,200 children and young adults from schools for the deaf in the states of Arkansas, Missouri, Louisiana, and Texas. The data indicated a need for increased emphasis on the evaluation of vision function in schools for the deaf. (Author/SW)

The author reviews aspects of visual integration which should be assessed in students with suspected learning problems: visually directed and monitored movements, visual tactual integrations, visual auditory language integrations, and visual systems integrations. (CL)

Contends that improved visual screening techniques can identify gross visual problems, but reading professionals should be aware of their limitations. (FL)