Notes that to effectively prevent children from becoming disabled readers the teacher must be able to identify the problem, recognize its significance, and modify the reading program in a way appropriate to the child's needs. Bibliography. (RW)

Discusses the role of the computer in a new educational program which is to provide a flexible system to assist the student to take as much responsibility as possible in the planning and carrying out of his own educational development. (DE)

Discusses a study (of computer assisted instruction) which utilizes test instruments and other techniques commonly used in schools to facilitate teachers' understanding of the procedures and results of the research. (RD)

Recommends the use of a combination analytic-synthetic approach to phonics instruction, preceded by pretesting to determine the student's stage of phonic skill development. (RW)

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

Relates the experience of the Darien (Connecticut) High School in converting a scarcely used language laboratory into a vital foreign language resource center. (DS)

Lecture given before the Annual Conference and Course on Reading (23d, University of Pittsburgh, Pittsburgh, Pa., July 10-21, 1967).

A project made use of computer technology to help a child with cerebral palsy communicate and learn. Software programs for the project, developed by the City of Manchester College of Higher Education and the Lancasterian School, are widely adaptable and can be used by nonspecialist teachers. (Authors/PP)

A meta-analytic synthesis of findings from 51 studies indicated that use of an individualized teaching system has only a small effect on student achievement in secondary school courses and did not contribute significantly to student self-esteem, critical thinking ability, or attitudes toward the subject matter being taught. (Author/PN)