Examines the effectiveness of Frostig-Horne and Kephart-Getman techniques and materials in developing the perceptual and motor skills of young children. (TO)

Reviews several programs using students as tutors of younger students. Also lists sources of materials for use in such programs. (TO)

Suggests that a diagnosis of minimal brain dysfunction does not help the teacher remediate the problem and is, in fact, incidental in aiding the child to overcome his deficiencies. (TO)

Presents findings which can aid in the prevention and remediation of reading disabilities in children who have a low tolerance for frustration, many of whom often become acute reading disability cases. (TO)

Suggests more stringent use of task analysis in identifying and teaching reading subskills and the use of reinforcement contingencies which make it worthwhile for the child to tolerate frustration when teaching remedial reading to children with low frustration tolerance levels. (TO)

Describes a radio program offering suggestions to parents for getting their children off to a good start in reading that is broadcast over the American Forces Network in Europe. (TO)

Offers specific examples of instructional goals and their corresponding teaching techniques used in "The Electric Company" that do not substantiate the definition of reading as communication between author and reader, the effective reader being one who brings meaning to the printed word. (TO)

Discusses the results of a survey of children's reading interests classified by age and by sex within age levels. (TO)

Describes how one small school district developed performance objectives and wrote their own criterion-referenced reading tests to evaluate kindergarten and first grade children in a reading program supplimentally funded by the state. (TO)

Presents personalized statements from teachers-in-training about their own experiences in learning to read and about their teachers. (TO)

Describes an informal test for determining a student's ability to use context clues in decoding unfamiliar words. (TO)

Reports how parents helped two youngsters overcome reading difficulties. Also presents some tentative but studied observations about parents helping their children learn to read or to read better. (TO)

Discusses a number of current documents that reflect the renewed role of phonics in beginning reading instruction. (TO)

In viewing developments in communications media, a wide realm of language arts skills is largely ignored by educators in traditional reading instruction. (TO)