Research supported by a grant from the U.S. Office of Education. (RS)

Purpose of the study was to identify children at the end of the kindergarten year who showed potential educational, maturational, and neurophysiological problems, and to design a two year reading and remediation program to fit their individual needs. (Authors)

The three major dimensions in which laboratories differ are focus," modality," and participant-mix." (Authors)

In two studies, sixth graders (Study 1) and fourth graders (Study 2) listened to or read a text. Some students were asked to imagine pictures of the material. Oral presentation of the material produced better results than written-only forms. Fourth graders benefited more from mental imagery than did sixth graders. (Author/JJD)

Minilessons are used in a reading clinic and in the classroom to determine if the reading disabled student is best able to learn new words through visual, auditory, or visual motor channels. Language experience stories are also generated along with a writing sample. (CL)

Conducted two experiments to investigate phonological and tactual coding in Braille reading by blind children. Results revealed a phonological effect in blind children's reading of single words. Also direct lexical access, from tactual input, proceeded with the same facility for the blind as does visual input for the sighted. (Author)

A sample of school children, ages 7-11, was given a range of short-term memory tests to determine whether recall was optimised by aural or by visual stimuli presentation. Results showed that for both sexes and for each age group aural presentation was consistently superior to visual. (Author)

Listening was found to be a potential avenue for learning content area material. Further, findings underscore the value of a response format that minimizes involvement of expressive language in severely disabled students with identifiable expressive language difficulties. (Author)

Reports three experiments to investigate differences in the semantic classification of pictures and words. The data suggest that visual short-term memory and semantic memory operate in semantic-decision tasks though these sources of information differ in characteristics, potential for activation, and level of abstraction. (PMJ)

Presents new visual datasets with an introduction to some of the visual-learning strategies along with their use in undergraduate courses. Proactive design of visual-learning experiences within the biology curriculum is urged. (AIM)

Describes three relational patterns of community college students in their course experience: survivor, adjustor, and encounterer. Uses Passmore's theory of closed and open capacities as a framework for a model of planning and implementing instruction to move students from survivors or adjustors to encounterers. (Contains 12 references.) (AUTH/NB)

This article includes a rationale for including affective objectives in instructional goals, a discussion of literature related to the affective domain, and several learning activities that utilize outdoor education to address affective objectives. (IAH)

Compares fourth-graders' subtest scores on the Stanford Achievement Test (SAT), the Iowa Test of Basic Skills (ITBS), and the Metropolitan Achievement Test (MAT). Finds right-brain dominant students scored better on four SAT subtests, and left-brain dominant students scored better on four ITBS subtests and two MAT subtests. (NH)

A teacher reports on helpful advice she received from a colleague when she started teaching: to teach students in the cognitive mode in which they learn best (auditory, visual, kinesthetic, or tactile). (TE)