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Since effective personalization of reading instruction requires considerable knowledge about the function of response variables in learning, and because the value of research summaries lacking substantive supportive data is suspect, the author has provided eight questions for the use of the practitioner as a check list of variables to remove possible difficulties from his program. The questions are stated relevant to some parameters of pupil response involved in personalized and automated reading programs. For each question, illustrative hypothetical research is described to clarify the variables. The results presented are also usually hypothetical or adapted from current research, included to illustrate the kinds of possible conclusions. (AW/MF)

This document is the 1971-72 annual progress report of the Center to Improve Learning and Instruction, at the University of Utah. A comprehensive look at the major projects of the Center during the 1971-72 year, the principal Center publications, project writing activities, activities related to seeking sources of funding, individual consultations, clearinghouse functions, teaching fellows (TF), training responsibilities, sponsorship of workshops, and a brief analysis of the Center's budget sources and expenditures for 1971-72 is provided. (MJM)

These materials were written with the aim of reflecting the thinking of the Cambridge Conference on School Mathematics (CCSM) regarding the goals and objectives for school mathematics. This report deals with some seventh grade mathematical concepts taught at Cambridge Friends' School. The discovery approach was utilized by the teacher in order to involve students in the classroom discussions. The problematic areas which are dealt with in this report focus on (1) geometry as physics versus geometry as mathematics, (2) proofs and mathematical reasoning, (3) area, and (4) infinite process (approximations). Instructional procedures are described and student reactions to various procedures and activities are listed. [Not available in hard copy due to marginal legibility of original document]. (RP)

This compendium of ninety papers given at the first Programed Instruction Institute of the National Society for Programmed Instruction (NSPI) attempts to define what programed instruction is, to show what it is accomplishing right now in many fields of endeavor, and to develop a plan for its future use. The papers center on the theme of the practical application of programed instruction and are organized to reflect trends in areas of social importance such as education, industry, the military, government, and medicine. The role of the teacher in the presentation and development of programed instruction is examined, and its possible applications to the exceptional student are outlined. Instructional programing, the development of systems applications, and program evaluation are discussed. A bibliography is appended. (BB)

Construction, administration, and interpretation of an informal reading inventory is, perhaps, too time consuming a task for the classroom teacher who may decide that other activities are more relevant. The informal reading inventory will probably be built into basal materials or into diagnostic batteries. However, the teacher can develop other diagnostic tools that will add to his effectiveness in a reading program which already has formal diagnosis and individually prescribed instruction. The teacher can observe reading behavior, diagnose problems, prescribe measures for solution, and teach, making revisions as needed. An example of diagnosis and prescription of one specific problem is included. (MD)

Guidelines for the planning, purchase, and utilization of dial access information systems for educational instruction were researched and studied, and incorporated into a handbook for educators. Among the questions asked by the investigating committee were: (1) costs involved in such a system for educational purposes? (2) What is the number and locations of the facilities in operation and those planning operation? (3) What are the attitudes of students and faculty towards acceptance and use of the system? Three-hundred questionnaires were sent to institutions and 10 schools and colleges were chosen for onsite interviews. It was concluded by the committee that at the present time maximum advantage cannot be taken of the dial access technology or the instructional materials and programs available to it. The rapid developments in electronic technology for the retrieval and transfer of stored audio, visual, and printed information and the possible instructional patterns for utilizing this technology, do not present the kind of stability that an institution can confidently expect for finding and adopting tried and true instrumentation and technology. However, the new technology is directing its goals to providing students with a superior education by exploring and using the latest learning techniques and concepts.

A SMALL SAMPLE PILOT PROJECT WHICH DEMONSTRATED A TREATMENT EFFECTIVENESS AND SUGGESTED FUTURE LINES FOR RESEARCH AND DEVELOPMENT OF PARENT TRAINING PROGRAMS IS DESCRIBED. THE MAJOR HYPOTHESIS TESTED WAS THAT PUPILS WHOSE PARENTS WERE INVOLVED IN A TRAINING PROGRAM WOULD SHOW GREATER REGRESSED GAINS IN READING SKILLS THAN PUPILS WITH PARENTS NOT IN TRAINING. IN LATE SPRING, AN INVITATIONAL LETTER WAS SENT TO PARENTS OF CHILDREN WHO WOULD BE IN THE THIRD TO SIXTH GRADES IN TWO ELEMENTARY SCHOOLS AND WHOSE READING ABILITY WAS 1 OR MORE YEARS BELOW GRADE LEVEL. THERE WERE 13 EXPERIMENTALS AND 16 CONTROLS IN THE FINAL GROUP. THE CALIFORNIA READING TEST AND THE GILMORE ORAL READING TEST WERE ADMINISTERED TO THE PUPILS AS THE PRE- AND POST-TESTS. THE EXPERIMENTAL PARENT GROUP WAS TAKEN THROUGH THE PARENT-TRAINING PROGRAM. AFTER THE POST-TESTING OF ALL PUPILS IN READING, THE CONTROL GROUP PARENTS PARTICIPATED IN THE TRAINING PROGRAM. IN READING COMPREHENSION, THE CONTROL GROUP GAINS WERE GREATER THAN EXPERIMENTAL GROUP GAINS. THE PARENT TRAINING PROGRAM ACCOUNTED FOR 16 PERCENT OF VARIANCE IN ORAL READING ACCURACY AND FOR 25 PERCENT OF THE VARIANCE IN ORAL READING COMPREHENSION. TABLES AND SCATTER PLOTS ARE INCLUDED. THE TRAINING PROGRAM IS DESCRIBED IN THE FINAL REPORT. (BK)

TWO PILOT STUDIES OF THE RELATIONSHIP BETWEEN PARENT CHARACTERISTICS AND THE READING ACHIEVEMENT OF THEIR CHILDREN ARE REPORTED. THE FIRST STUDY COMPARED THE BEHAVIOR OF MOTHERS OF HIGH AND LOW VERBAL GIRLS IN TWO SEMISTRUCTURED INTERACTION SITUATIONS. TEN HIGH VERBAL AND 10 LOW VERBAL GIRLS WERE SELECTED FOR STUDY ON THE BASIS OF SCORES ON THE GATES READING SURVEY AND ON THE LORGE-THORNDIKE INTELLIGENCE TEST. ONE-TAILED T TESTS WERE USED TO ANALYZE THE DATA. MOTHERS OF HIGH VERBAL GIRLS EXHIBITED MORE POSITIVE SCORES ON SOCIAL-EMOTIONAL REACTIONS AND TOTAL WARMTH. THE PURPOSES OF THE SECOND STUDY WERE TO SHOW THE EFFECT OF A PARENT TRAINING PROGRAM ON SILENT AND ORAL READING AND TO CORRELATE MOTHERS' ATTITUDES WITH SILENT AND ORAL READING. SUBJECTS WERE 13 EXPERIMENTAL AND 16 CONTROL STUDENTS IN GRADES 3 TO 6. PUPIL PRE- AND POST-MEASURES WERE THE CALIFORNIA TEST AND THE GILMORE ORAL READING TEST. THE PARENT MEASURE WAS THE PARENTAL ATTITUDE RESEARCH INSTRUMENT. FOURTEEN WEEKLY SESSIONS WERE HELD WITH EXPERIMENTAL PARENTS. MEAN SCORES, DIFFERENCE SCORES, AND T TESTS WERE USED TO ANALYZE THE DATA. THE TREATMENT HAD A GREATER EFFECT ON ORAL THAN ON SILENT READING. POSITIVE ATTITUDES TOWARD CHILD REARING CORRELATED SIGNIFICANTLY WITH SILENT READING COMPREHENSION. A DESCRIPTION OF THE PARENT TRAINING PROGRAM, THREE APPENDIXES, AND A BIBLIOGRAPHY ARE INCLUDED. (BK)

THIS REPORT COVERS A REVIEW OF THE LITERATURE ON THE DIAL ACCESS INFORMATION SYSTEMS (DAIRS), USED FOR RETRIEVING AND TRANSMITTING AUDIO AND/OR VISUAL INSTRUCTIONAL MATERIALS TO CARRELS OR CLASSROOMS ELECTRONICALLY. AFTER FORMULATING A WORKING DEFINITION OF THE SUBJECT, A CLASSIFICATION SYSTEM AND SPECIFIC SUBJECT HEADINGS FOR USE IN THE SEARCH WERE DEVELOPED, AND WRITTEN DOCUMENTS ON THE SYSTEM'S TECHNICAL AND INSTRUCTIONAL ASPECTS WERE SURVEYED. IT WAS FOUND THAT THERE IS A PAUCITY OF LITERATURE ON THE SUBJECT, INDICATING THE RECENT, RAPID EMERGENCE OF DAIRS. BECAUSE OF THE GROWING POPULARITY OF DIAL ACCESS SYSTEMS, THE NEED FOR RESEARCH AND EVALUATIVE STUDIES IN BECOMING INCREASINGLY IMPORTANT. THE LITERATURE SEARCH ALSO SHOWED THAT SOME EDUCATORS SEE A MAJOR TECHNOLOGICAL REVOLUTION IN THE EDUCATIONAL FIELD, AND THERE IS A TREND FOR DAIRS TO BE USED IN DEPARTMENTS OUTSIDE THE FOREIGN LANGUAGE LABORATORY, FOR WHICH IT WAS ORIGINALLY INSTALLED. IN THE FUTURE, INFORMATION DERIVED FROM THE CONTINUED SURVEY OF THE LITERATURE AND DIAL ACCESS SYSTEMS IN OPERATION, TOGETHER WITH AN ANALYSIS OF USERS' EXPERIENCES OBTAINED FROM ON-SITE VISITS, WILL BE COMPILED IN A GUIDELINES HANDBOOK FOR EDUCATORS. A 45 ITEM BIBLIOGRAPHY AND GLOSSARY ARE INCLUDED, AND APPENDIXES LIST SOURCES USED IN REVIEWING THE LITERATURE, THE DAIRS PROJECT INFORMATION CLASSIFICATION, THE SUBJECT HEADINS USED, AN EQUIPMENT SURVEY, AND TITLES OF PERIODICALS THAT GIVE INFORMATION ON DAIRS. (JB)