A paper presented at annual convention of Canadian Council of Teachers of English (3rd, Winnipeg, Manitoba, August 1970). (Editor/RD)

Paper presented at Symposium on Research and Utilization of Educational Media for Teaching the Deaf (Lincoln, Nebraska, March 17-19, 1969). (JJ)

Presents the procedures, results, and conclusions of a study designed to examine the efficacy of visual advance organizers for learning earth science concepts. (LC)

Results of the study seem to suggest the presence of general deficits in the auditory receptive and vocal expressive abilities of poor reading disadvantaged children, who learned to read using the initial teaching alphabet series rather than the traditional orthography approach. (Author)

Specific comparisons for a categorized set of items indicated that recall of detailed drawings and outlines was superior to recall of words. For an uncategorized set, outlines were recalled significantly better than pictures and both were recalled better than words. (Author/PN)

Assesses the impact of the visual complexity of "Sesame Street" segments on preschoolers' visual attention, recall, and recognition. Results indicate that attention and learning are enhanced by (1) visually simple sets in terms of few objects on the screen and (2) low to moderate levels of screen activity. (PD)

Kindergarten students were taught words with or without pictures to test the focal attention hypothesis that pictures interfere with sight-word learning. In this study, pictures presented with words facilitated rather than hindered learning. (MKM)