Authors believe that an increase in reading skills is not an end in itself, but must be considered in relation to the facilitation of learning in general. An advanced reading course developed to help overcome reading problems is described. (HB)

Article is based on two main theses: One, qualitative improvements in education will not come about as a result of rhetoric or superficial proposals for solution made by the so-called new breed'' of educator, but rather as a result of a deeper understanding of the teaching-learning process, and the development and use of new and better principles…

That there are differential rates of development of cross- and within-modal integration is not supported by the present results. (Authors)

Research supported in part by funds from the Department of Special Education, University of Minnesota, and the U.S. Office of Education. (DS)

A series of three experiments with nursery school children is reported using texture cues to investigate the relationship between cue differences and learning rate. (Authors/MB)

Identifies a number of procedures and factors which may be of use to educators involved in the selection and implementation of a computer-assisted learning (CAL) application. Specific characteristics and attributes of the CAL medium are discussed and a brief review of research is provided. A reference list is attached. (Author/JL)

Results indicated no interaction between modality preference and reading method. The visual method of teaching resulted in higher achievement regardless of modality preference; however, children with an auditory modality preference were generally superior in achievement compared to those with a visual preference. (Author)

Recall performance on a paired-associate learning task was investigated as a function of word imagery modality (visual or auditory), presentation mode (visual or auditory), and sex. Analysis showed greater recall of visual imagery words, and the results are consistent with Paivio's (1971) conceptual-peg hypothesis. (Author)

An explanation is given of the three cognitive style dimensions and the instruments that are useful in determining students' learning style. Special emphasis is on application to instruction in biology. (SA)

The Learning Style Inventory (LSI) measures an individual student's learning style and preference for physical learning environment. LSI scores for 321 students in grades 3, 6, and 7 were correlated to their self-concept scores. Eight LSI variables discriminated significantly between subjects with high and low self-concepts. (SJL)

Differing amounts and ordering of pictorial content were compared to determine their effect on learning word-referent relations in a second language. Findings indicated there is an optimal level at which nonverbal context facilitates the process of inferring word meanings in a foreign language. (Author/DS)

Examines life-span developmental differences in spontaneous integration of semantically relevant material presented in pictures and sentences. Elementary school students, high school students, and adults were tested. (Author/SS)