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CERTAIN TYPES OF INTELLECTUAL ABILITIES WHICH DEFINE THE MATHEMATICAL APTITUDES OF NINTH-GRADE STUDENTS AND WHICH RELATE TO ACHIEVEMENT IN SPECIFIC MATHEMATICS COURSES WERE DEFINED AND EVALUATED. ANALYSES OF VARIANCE AND COVARIANCE INDICATED THE RANGE OF VARIATION IN EIGHT TEST SCORE DISTRIBUTIONS OF VERBAL AND MATHEMATICAL APTITUDES AMONG FIVE SEPARATE GROUPS OF NINTH-GRADE STUDENTS. FACTOR ANALYSES SUPPORTED THE MAIN HYPOTHESIS THAT MATHEMATICAL ABILITY IS COMPRISED OF A NUMBER OF APTITUDES AND NOT SIMPLY A UNITARY TRAIT. FINDINGS SHOWED THAT THE NATURE OF MATHEMATICAL APTITUDES AS SPECIFIC AND INDEPENDENT TRAITS OR AS CORRELATED TRAITS WAS STILL UNDETERMINED AND WOULD REQUIRE FURTHER RESEARCH. (GD)

The results of the National Work Conference on Goals of Adult Basic Education in Corrections are presented in this monograph. The conference met in an attempt to determine national goals for adult basic education in corrections. This publication contains the conference's program, papers offered, theme presentations, and the preview of a model designed to provide adult basic education in corrections. Appendices include conference and participant rosters, position papers, task group summaries, and a conference evaluation. (RS)

The purpose of this program is three-fold: (1) training selected administrative, supervisory, instructional, and support personnel to implement systems of adult basic education in correctional settings; (2) developing and testing a conceptual model of adult basic education in corrections; and (3) designing and implementing management and instructional delivery systems of adult basic education in correctional settings. In Phase I (1969-70), the goals of adult basic education in corrections were defined, a model was designed, and 2 seminars were conducted to train 37 individuals for leadership roles in adult basic education in corrections. In Phase II (1970-71), 30 persons received advanced training for leadership, 145 persons were trained in systems approach to management of adult basic education in corrections, the conceptual model was debugged, and 66 models of delivery systems for management of adult basic education were designed. (Author/RS)

Papers presented at national seminars for the purpose of developing a model for adult basic education in corrections are contained in this collection. The papers presented by consultants and participants in the conference provide a primary base of information for the creation of a model for adult basic education in corrections. Subjects discussed include using inmates as teachers and tutors, use of tests, history of correctional education, community resources, basic English, teaching with television, and ethnic differences. Each article is followed by a bibliography. (RS)

The purpose of this program was two-fold: to develop a model of adult basic education in corrections and to provide specialized training to selected individuals in adult basic education in corrections. Model development was accomplished through three activities: (1) needs assessment, (2) goals definition, and (3) model synthesis. Assessment of needs for adult basic education in corrections was accomplished by survey of institutions to determine discrepancies between existing programs and ideal programs. Goals of adult basic education in corrections were defined in a National Work Conference. A Model of Adult Basic Education in Corrections was synthesized from two independently developed models. Training of selected leaders in corrections in adult basic education was accomplished in two 24-day seminars. The training program aims called for development of knowledge and skills and fostering of positive attitudes relating to adult education in corrections. Results of pre- and post-tests against program objectives indicate that the aims were achieved at criterion levels. (Author)

This project, part of a 7-year Ford Foundation program, was designed to modify the teacher education program at the University of Hawaii. The research evaluated preservice and in-service teaching performance, as well as attitudinal and cognitive characteristics of teachers who had been enrolled in the modified curriculum, compared with similar characteristics of teachers enrolled in the regular program. Data analysis was based on official transcripts, student teaching evaluations, the National Teacher Examination scores, and observation and assessment of graduates teaching in Hawaii. The attrition of data revealed some variation between the two groups but no marked differences. (A review of each program area and variation patterns are presented.) (MJM)

Phase III of an experimental demonstration program in adult basic education in corrections is reported. The two major program goals were: (1) training of selected personnel in use of models to achieve goals of adult basic education for correctional settings; and (2) evaluation of conceptual model and design of instructional delivery system models for adult basic education programs in correctional institutions. The system designed to accomplish the program goals included two major functions: personnel training and system design. Personnel training was effected through a national advanced training seminar to train selected individuals for leadership and instructional roles and through seven regional seminars conducted to train selected persons in the basic use of systems approach to instruction of adult basic education in corrections. Two areas of activity were carried out in the system design function: (1) evaluation of the conceptual model of adult basic education in corrections, and (2) design of models for instructional delivery systems. Phase III resulted in advanced training of 37 individuals, basic training of 110 persons in systems approach to instruction of adult basic education in corrections, and design of 49 models of instructional delivery systems. Appendixes provide material related to both the National Advanced Training Seminar and the 1972 Regional Basic Training Seminars. (DB)

During early attempts to interpret factors represented in scores on the Gumpgookies test, an instrument designed to tap motivation to achieve in young children, the factors identified by ordinary factor-analytic techniques were found to be confounded by the subjects' response sets. This paper proposes a method for defining objectively irrelevant item response tendencies. A procedure for deriving independent factor scores from a set of items in which scores are also independent of irrelevant item trait responses is developed. The stages involved in the investigation are discussed and all steps of statistical computation are included. (Author/PR)

This report briefly reviews research on teacher effectiveness and presents the conclusions of a 2-day conference held in October 1969 to consider issues related to the assessment of teacher effectiveness and make recommendations to the U.S. Office of Education (USOE) regarding the encouragement of research in this area. The committee concluded that USOE should encourage and support a large-scale systematic approach to research on teacher effectiveness, including the development and testing of measurement instruments which allow for cultural diversity and varying criteria. These instruments would be used in descriptive research to identify teacher and student characteristics and behaviors and longitudinal experimental research which would assess effects, changes, and relationships that may be inferred to result from identifiable teacher education experiences. (The report includes an 89-item bibliography.) (RT)

The child in a bilingual or bidialectal situation must increase his skills so that he may function successfully in a wider variety of situations and know how and when to use both language codes. The curriculum described here, used in Head Start classes, is a carefully programmed, very detailed presentation of syntactic patterns that appear with high frequency in the standard dialects of American English. Details of the classroom techniques are provided in this report as are the results observed from tests administered to young children under the new curriculum and to those under other nursery school programs. The various tests and their particular results are discussed. A list of references is given. For additional information; see ED 048 924. (VM)

This paper reports the application of factor analysis of a large data matrix involving some 800 variables in determining the principal dimension of teacher characteristics and employs the resulting scales in testing hypotheses about similarities and differences in teacher characteristics across subcultures identified by national/racial lineage, sex, and grade or level of students taught. Data derived from the author's earlier Teacher Characteristics Study (1948-54) based on about 400 teachers in Hawaii and presented in relation to the following characteristics: 1) considerate, kindly behavior; 2) businesslike, task-oriented behavior; 3) stimulating, motivating, imaginative behavior; 4) favorable attitudes toward pupils, school personnel, and parents; 5) academic educational viewpoints; 6) child-centered viewpoints; 7) verbal-semantic facility; 8) general personal-social adjustment; 9) commitment to teaching as a profession; 10) participation in teaching-related activities; and 11) response validity. The data for each characteristic are examined in detail, but no attempt is made to explain similarities or differences. The scales simply describe the characteristics which emerge from analyses of teachers' reports of what they do, what they prefer, how they think they would act, or how they think other teachers would act under specified circumstances, and what opinions and values they agree and disagree with. (MBM)

Presents the evolution of participation programs for Head Start parents which were conducted by the University of Hawaii Center for Research in Early Childhood Education from 1967-1968 through 1970. Each year's shifting emphasis was based on experience with programs tried earlier, on shifting interests of staff and particular communities involved in other aspects of the year's research program, and on aspects of the overall research design of that year. Programs of group meetings and individual home visits were explored. Various types of parent participation programs in conjunction with curricular modules in the cognitive and motivational realms were assessed. The major conclusion is that broad generalization is not possible from small and short term attempts to alter parental attitudes and practices. Parent programs may not be the most effective way to improve cognitive abilities and behavior of preschool children. (Author/WY)

Reports on a project designed (1) to explore the utility of the University of Hawaii Preschool Language Curriculum in a broad field-testing situation with teachers of varying skill and background; (2) to determine whether or not there is loss of effectiveness when the amount of supervision and consultation has been reduced from that provided in locally administered projects; and (3) to measure the effectiveness of the curriculum with groups using several nonstandard dialects other than Hawaiian pidgin. The curriculum was taught in 16 classes of Appalachian, Hawaiian, Indian, Mexican-American, northern urban, southern Negro, and Puerto Rican children. Children were given the PPVT and the ITPA initially and again after a 6-month interval. The change from pretest to posttest on each measure was computed for each class. The experimental teacher was ranked in terms of the total net gain and was also ranked independently by the project staff in terms of effectiveness in using the language curriculum. Both the rank order and tetrachoric correlation coefficients between these two variables were significantly different from zero beyond the .01 level of confidence. Appendixes comprise more than half the document. (Author/AJ)

A curriculum has been designed to teach the following 5 components of motivation to achieve in school: (1) affective, or enjoying school, (2) conceptual, or seeing oneself as a learner, (3) purposive, or goal setting, (4) instrumental, or actively moving toward goal attainment, and (5) evaluative, or self-assessing progress toward goals. Field testing has occurred over the past three years to evaluate the curriculum, refine teacher training procedures, and extend the curriculum to kindergarten as well as preschool. Outcomes were analyzed with "Gumpgookies," an instrument created to measure motivation for achievement, and criterion-referenced tests. Assessment also included classroom observation procedures. Also studied were the effects of two newly devised curricular units involving intensive individual contact with a small number of students. Analyses of results indicate that the curriculum had preliminary positive effects and that teacher training procedures were generally effective in producing teacher behavior needed in the curriculum. In addition, the program seems to be effective with kindergarteners. Appendices describe the important activities and measurement instruments of the curriculum. (DP)

This is the final report of a study conducted to investigate the influence of values on the educational process. The purpose was to determine the extent of congruence in values of parents, school personnel, and children, and to determine relationships between value congruence and ethnic, socioeconomic, and occupational class variables. A values inventory was developed and administered to a sample of 3,919 sixth-grade children, parents, and school personnel in the state of Hawaii. Results of analyses of variance revealed significant differences in values of children, parents, and school personnel. Children's values significantly reflected positive moral virtues; material success and status; and a humanistic approach to life, religion and family. Parent's values were loaded on conformity, moral virtues, social relations, and discipline. Values of school personnel were loaded on material success, status, moral virtues, conformity, and social relations. Results suggest that some differences between parents and children were a function of socioeconomic status or ethnic background. Sex was not a significant variable in relation to value differences across groups. (Author)

The present project provided for the development of a detailed quantitative curriculum appropriate for use in Head Start classes, trial of the developed materials with preschool children in Hawaii, and preliminary assessment of the curriculum in comparison with a more spontaneous, informal quantitative classroom experience. Directions for tasks related to number and counting, geometry, dimension, prearithmetic operations, and symbols were prepared and revised throughout the school year 1968-69 and presented to 55 children in three experimental classes daily in 20-minute lessons. The tasks were then compiled into a teacher's manual. The Geometric Design, Arithmetic, and Block Design subtests of the WPPSI; an experimental form of the Head Start Arithmetic Test; and two Piagetian conservation tasks were administered to the experimental subjects and 30 subjects in two comparison classes to measure mathematical knowledge and understanding. The mean scores on the WPPSI subtests for the experimental classes were all above the standardized norms and consistently higher than for the comparison classes. The differences were statistically significant on the Geometric Design and Block Design subtests. The net gain on the Head Start Arithmetic Test were also significantly greater for the experimental group than for the comparison group. (Author)

This research on motivation has been focused on (a) development of a measure of motivation of young children to achieve in school, a measure consonant with a five-faceted theory of constituents of motivation, and (b) a curriculum for teaching motivation to preschool children, also grounded in the theory. The resulting measure, Jumpgookies, is an objective-projective device consisting of dichotomous items. The test has been given to 1,607 children in the United States and 668 children in grades one, two, and four in Hawaii. Item difficulty indices and item test correlation coefficients have been studied, and data for each group and for various combinations of groups have been factor analyzed. Results of the first attempts to teach motivation to preschool children are regarded as sufficiently promising to warrant intensive efforts. Plans for extending this work to children both younger and older than preschoolers are being pursued. Follow-up of the groups involved in the study is also projected. (author/KJ)

The research reported in this paper is the result of a project to develop a preschool mathematics curriculum for economically deprived children in Hawaii. The developed materials were tested with preschool children in Head Start classes and a preliminary assessment of the curriculum was made. An attempt was made to evaluate the curriculum which was developed by comparing gains from pretest to posttest in several measures of mathematical knowledge and understanding for classes that had been trained for twenty minutes per day with the new curriculum versus classes which received no training. Tasks presented to the children in the experimental groups related to number and counting, geometry, dimension, prearithmetic operations, and symbols. The Geometric Design, Arithmetic, and Block Design subtests of the WPPSI; an experimental form of the Head Start Arithmetic Test; and two Piagetian conservation tasks were administered to the children in three experimental classes and two comparison classes. Using an analysis of covariance, results on the Geometric Design (p=.001) and Block Design (p=.05) subtests were found to be significantly in favor of the experimental group when the total experimental group was compared to the total comparison group. The amount of change between pre- and posttesting with the Head Start Arithmetic Test was found to be significantly greater (p=.02) for the experimental than for the comparison group. (FL)

Presented is a linear program for matrix algebra required in a first course in multivariate educational statistics. The purpose of the program is to enable graduate students, through self instruction, to acquire sufficient knowledge of matrix algebra to meet the prerequisite of a course in multivariate statistics of a type taught in a department of education. This course introduces the student to multiple and partial correlation, canonical correlation, and multivariate analysis of variance. It assumes some knowledge of matrix operations, determinents, linear dependence and vector spaces, and the characteristic equation of the matrix. A preliminary trial of the program was carried out with 28 graduate students. Analysis of errors made by the students and the reaction of the students to the material was performed for the purpose of revising the program. The revised material was given to another 29 graduate students and necessary revision was made. (RP)

This study investigated the extent to which trained nonprofessional personnel under nursing supervision could effectively conduct health screening of Head Start children. Results of screening by nonprofessionals were compared with results of the traditional pediatric examinations. The nonprofessionals were trained by a pediatrician and a psychologist and used the following instruments to facilitate screening: parent interviews, physical observation forms, a revised Denver Developmental Screening Test, the Ammons Quick Test, and a revised Willoughby-Haggerty Behavior Rating Scale. There was a positive correlation between the results of pediatric examinations and those of the nonprofessionals. Their referrals for intellectual and developmental problems also reflected a low but positive correlation with those of psychologists. The correlation between pediatricians' and psychologists' referrals was even lower. These results suggest that with more training, nonprofessionals could be useful in health screening under proper supervision and thus provide a valuable service to areas short of medical and nursing personnel. (Author/WD)

The objectives of this project were to test (1) a structured language-oriented curriculum, used for an academic year in Hawaiian Head Start classes, and (2) a parent education program. Teachers in eight experimental classes used semistructured language-strengthening activities along with structured lessons and were guided by supervisors. Eight control classes used other methods of language instruction. Audio and video tapes stimulated periodic teacher discussions, which led to continual revisions of the program. The parent program taught parents to work as aides through staff-parent meetings. The Illinois Test of Psycholinguistic Abilities, the Peabody Picture Vocabulary Test, and the School Readiness Tasks were used as pretests and posttests. Although the test results did not show impressive relationships, the enthusiastic reports by teachers and parents regarding the increased verbal ability of the children indicated a lack of appropriate instruments to measure verbal communication skills. A curriculum outline is included. (JS)

This document describes the experimental teacher education curriculum developed by the University of Hawaii and reports an investigation of its effectiveness: a comparison between the achievement of 165 students who entered the experimental program in 1961 and that of 165 who entered the regular program the same year. Chapter 1 describes the experimental curriculum which includes a three-year liberal arts background, a sequence of education courses, one semester of part-time student teaching, and a one-semester full-time internship. Chapter 2 points up differences in the two 5-year undergraduate programs and analyzes student achievement in terms of course work completed and grade point averages of the 189 students who completed a program. Chapter 3 analyzes cooperating teacher ratings of the student teaching performances of the two groups; chapter 4 compares their scores on all sections of the National Teacher Examinations; and chapter 5 compares supervisor ratings of internship performances. Chapter 6 analyzes classroom observations of the 81 subjects (half from each program) teaching in Hawaii schools in 1967, and chapter 7 analyzes the attitudes, educational viewpoints, verbal understanding, and adjustment of the same teachers (as measured in 1967). (JS)

The first part of this study explored the form of verbal exchanges in the classroom, the effects of various conditions upon the exchanges between child and adult, and the child's competence in producing questions and narratives. Research was carried out in two first-grade classrooms located in a predominately Hawaiian working-class suburb of Honolulu. Children were found to be more likely to volunteer narratives in recorded conversations with a familiar adult when they were not answering questions. Since individually directed questions were generally interpreted as negative attention, the typical forms of classroom communication apparently are not the most productive ones. The second part of the study, using the same subjects, evaluated whether the use of nonstandard speech by first-grade children interfered with their learning to read. Evidence implied that improvement in reading sentences written by the child correlated with an index of the use of standard speech and that the use of nonstandard verbs correlated negatively with the correct identification of pictures used in "reading readiness" tests. (Author/LH)

A computer program to convert the orthography of English words to phoneme equivalents was developed. For purposes of this study, a grapheme was defined as the minimum unit of orthography to which a segmental phoneme, a unitary phoneme combination, or a nonphoneme would be associated. An informational processing model for automatic reading was then constructed. A conditional association matrix, with 65 rows for grapheme signals and 45 columns for phoneme designates, was hypothesized as an adequate structure to accommodate all of the English grapheme-phoneme associations. Two phases of the association matrix were described: a dynamic learning phase and a skilled state or processing phase. The acquisition of reading skills was simulated by attempting to write a computer program for each grade level in a basic reading series. Programs were written for the preprimer and primer of the Lippincott series. These programs achieved 96 percent accuracy in processing the 190 words in the preprimer and 85 percent accuracy in processing the 770 words in the primer. The types of errors are discussed. The associations and rules for processing the grade-1 readers in the series have also been written. The results of the research demonstrate the feasibility of automated reading. References and an appendix of data are included. (Author/WB)

This is a report of the first phase of a three-phase project to determine the extent to which values of parents, pupils, and teachers are congruent and to determine relationships across ethnic, socioeconomic, occupational, and related variables. The purpose of Phase 1 was to conceptualize the values domain, preliminary to instrumentation and measurement to be accomplished in Phases 2 and 3. Three judges analyzed 432 value statements taken from articles in the social and behavioral sciences. Interviews were conducted with a sample of 404 subjects to derive value categories which could check against the values domain established through literature analysis and also serve as a data pool for instrument development. Fourteen judges categorized sets of 290 statements into value and non-value categories, and reported decision rules governing their choices. The interviews conducted in the course of establishing a values domain concomitantly produced data which will be utilized in instrument development, and yielded corollary results suggesting differences across ethnic, socioeconomic, and occupational variables. (Author/CJ)

The purpose of this study was to explore the feasibility of group meetings of Head Start mothers that are focused on understanding of one's self and of others. A Parent Awareness Program was developed for use with two groups of Head Start mothers over a 27-week and a 17-week period, respectively. Specific objectives were that mothers would (1) become more aware of the needs and feelings of others, (2) develop a greater awareness of themselves, including an understanding of their strengths, assets, and the effect of their behavior on others, and (3) learn explicit techniques to improve communication skills that would in turn result in better interpersonal relationships. Two Parent Educators took the role of facilitators for the informal group discussions in helping the mothers try out new ways of handling problems and of expressing themselves in the group session. Focuses of the discussions included parent-child relationships; methods of discipline; communication skills; self-knowledge; marital status; heterosexual relationships; drug, alcohol, and glue-sniffing addiction; and racial feelings. When appropriate, the Parent Educators introduced audio-visual media, handouts, and role-playing exercises to expand discussion. The sustained level of participation and the favorable reactions to the program reported by the parents and staff indicated that a parent awareness program is feasible for this population. (Author/DR)

The principal claim of this paper is that the Japanese passive consists of two different constructions, each derived from a distinct deep structure and each having associated with it a distinct set of syntactic and semantic properties. One of these constructions, the "adversative passive," implies that the grammatical subject of the sentence is adversely affected by the action expressed by the verb. The other construction is as neutral in meaning as the English passive and is referred to here as the "pure passive." Previous treatments of the passive (Bloch, Martin, and Jorden) are discussed briefly and it is concluded that the analysis offered in this paper comes the closest to an accurate description of the syntactic and semantic facts. It is also felt that the adversative passive may be a traditional Japanese construction while the pure passive is a relatively new innovation in Japanese due to the influence of translation from Western language into Japanese. (See also AL 001 564.) (JD)

The use of the "traditional passive" form of the Japanese verb indicates to a native speaker that the subject of the verb was involuntarily subjected to something unpleasant. When combined with the causative form (passive causative), it is felt that the subject of the sentence was "caused to" take an action and is therefore not responsible for the act nor its outcome. These meanings must be expressed in English by adding whole clauses or phrases. It was hypothesized that the availability of these constructions in Japanese would cause native speakers to interpret interpersonal events by using these passive verb forms while speakers of English would not. In a translation study, the original and the translated versions of 20 Japanese and 21 English short stories were compared. It was found that the English-speaking translators tended to disregard the connotative meaning of the traditional passive while Japanese translators tended to read such meanings into the English original. A perception study was based on cartoons of interpersonal conflict situations to test whether Japanese subjects would tend to attribute responsibility for the negative outcome to others rather than themselves. In this test the overall difference between Japanese and Americans was significant at the .001 level in the predicted direction. In related tests, however, Americans who had studied Japanese used the traditional passive about as much as did native speakers. (JK)

In the translation part of this study, 22 Japanese short stories were translated into English by native speakers of English and 20 English short stories were translated into Japanese by Japanese. The passive passages in the Japanese version were classified into either adversative or non-adversative passive. (See related documents AL 001 564 and AL 001 565.) They were then compared with the corresponding passages in English to determine equivalence of translation. Distortion in translation was found to be in the direction of the translator's way of perceiving things in terms of his first language. The perception study compared the perception of Japanese with that of Americans by using stick figure cartoons depicting interpersonal conflict situations with negative outcomes. As hypothesized, Japanese were found to have a greater tendency than Americans to attribute responsibility to others. In order to separate the role of language from other crucial cultural factors in the perception of interpersonal events, 20 monolingual (English-speaking) Americans of Japanese ancestory and 90 Germans in Berlin were also tested. No significant differences were found between the Americans and Germans; but the English-speaking Japanese-Americans fell in between the Americans and the Japanese, closer to the Japanese. (DO)

A previous study was successful in designing an instrument to measure motivation which can be used with preschool children. The purpose of the present research was (1) to develop further the new instrument by giving it an initial trial on a substantial number of subjects, (2) to select and revise the test items on the basis of item analysis, and (3) to identify the factorial structure underlying the preschool childrens' responses. This study was conducted in Hawaii and involved 4- and 5-year -old children. Of the 182 subjects, 114 attended Head Start classes and 68 attended private preschools. The test instrument consisted of 200 items, each composed of a pair of figures and a short situational setting. The two figures in the item represented different responses to the situation. The child was told the situation and asked to choose the response he would make. Each response had a different motivational overtone. Thus, an evaluation of all of the child's responses provided an indication of his motivational structure. The item analysis of the data led to the elimination of 100 unnecessary items. The factorial structure was tentatively mapped, and data will be gathered to explore the validity of the instrument. Research is being planned to use this instrument to teach motivation to preschoolers. (WD)

During the summer of 1967, a 1-week training program was conducted at the University of Hawaii in which seven teachers and six aides were instructed in the use of the Bereiter-Egnelmann teaching strategy for language programs. The Bereiter-Engelmann approach involves concentration upon the development of language skills and facility with basic sentence usage. The teachers who participated in the summer training program were each then assigned a summer Head Start class. The 49 experimental pupils were administered an experimental language curriculum. A control group of 20 children received a more extensive but less intensive Bereiter-Engelmann language curriculum. A group of analog tasks was developed to complement the basic learning tasks of the experimental program. The analog tasks, as distinguished from the basic tasks, involved only nonverbal responses. The pupils of both conditions were administered the School Readiness Tasks as posttests. The results showed that on most tasks there was no significant difference between the performance of the experimental and control groups. (WD)

Songs designed for use with the University of Hawaii curriculum, "Music for Preschool," are presented alphabetically with the recommended level for introduction of each song included after its title. Instructions for using the songs in the preschool program are found in the curriculum manual. There are specific suggestions for using the songs in the music program as well as recommendations for using them for developing language and numerical concepts. The origin of each song is also noted, whether it is from a foreign country, a particular state, or is a particular type such as spiritual, game song, etc. (LH)

The use of career-based adult basic education to achieve rehabilitation in persons in correctional insitutions is discussed in this report. This program, based on a model design developed by corrections personnel, is a cooperative effort in teacher training, experimentation, demonstration, operation, and evaluation. Goals are defined, the model is implemented, and decision-makers are trained, all within the framework of the program's philosophy. (RS)

This paper reports initial results in the development of an inventory to measure visual reading difficulties. The instrument, called the Word Preference Inventory (WPI), asks the subject to choose between pairs of stimulus pseudo-words the one most like a given target word. An analysis of responses to the WPI from 922 children in grades K-6 and from 102 university students reveals meaningful and homogeneous subsets of items which act as indicators of children who are poor readers. The distribution of such scores indicates that good readers will score high on the subsets whereas subjects who are poor readers may have low scores. A developmental process, which can be ascribed to reading words, interacts with response choice, however, so that the discriminating power of items varies across grade levels. At any grade level, however, one or more subsets of items can be scored which selectively discriminate poor readers who probably have specific visual strategies for word recognition. (Author/DD)