Achievement of 20 Trainable Mentally Retarded and 67 Educable Mentally Retarded Students under manipulative and non-manipulative modes of mathematics instruction are compared. (MM)

The mathematics laboratory is described as being not just the use of concrete teaching aids but involving a new philosophy of how children learn and the teacher's role in the facilitation of learning. (CP)

Results confirm previous findings that the ability to integrate auditory-visual stimuli is significantly related to reading achievement. (AG)

Questions considered are: What are the modal political beliefs and attitudes of junior high school students? What are their capabilities for political learning and what suggestions for improving instruction can be derived from studies of their political learning? (Author/VW)

Creativity training materials were used with a group of elementary school children who exhibited academic, social or emotional problems. Study recommends increased use of such materials, with more time and attention allowed for group discussions and role-playing during these periods. (MK)

The author sees that the role of the physician is to first, identify potential learning disabilities early; second, to diagnose and treat any medical conditions that are identifiable; and third, to refer and consult with the appropriate educational and psychological services for treatment and evaluation of the learning disorder itself. (Author)

Explores background and cognitive development of low SES pupils to determine whether programed materials actually raise their achievement above levels anticipated from their academic retardation. Results do not support this contention, and a more elaborate study is suggested. (CJ)

The resources of education, measurement and guidance are focusing on betterment of the educational process for the benefit of the individual student. (Editor/IR)