Presents a program for preschool and primary children with special learning difficulties and dyslexia, the emphasis being on the manipulation of concrete multisensory stimuli and didactic materials as the avenue to learning. Describes both the hard- and soft-ware used in the program. (VJ)

Attempts to relate current research in reading and psychology to real problems encountered by classroom teachers. Stresses the need for motivation and proposes methods of achieving it. (RW)

The hope for individualizing the learning process in all courses in thousands of schools seems inextricably linked to the regional lab concept of broad scale systematic research, development, demonstration, and dissemination. (Author)

Suggests 12 ways a teacher can incorporate programed instructional techniques into his daily classroom activities. (Author)

Advises teachers to determine course objectives, to assess students' performance levels with formal or informal measures, and then to determine which competencies are needed to fulfill the course objectives. (MB)

Section contains notes on "Procedural Steps in Individualizing FL Instruction," a report on the Stanford Conference on Individualization of Instruction in Foreign Languages (Stanford University, May 6-10, 1971), and "A Comment on Including Culture in an Individualized Foreign Language Program." (DS)

Problems in individualizing instruction in elementary school mathematics are presented and their solutions are discussed. (CP)

Vocational-technical students learn automotive diagnostic skills on an electronic simulator. (Editor)

Includes brief description of all minicourses completed or under development. (RT)

The authors describe the general conceptualization of personalized instruction that has evolved with the program and suggest some implications for future investigations of the impact of such a personalized program. (Author)