From the perspective of reading specialists, factors contributing to reading difficulties include visual and auditory limitations, instructional and environmental problems, and emotional difficulties. A hierarchy of word recognition skills is presented. The usefulness of diagnosing children learning disabled or dyslexic is examined in the context…

Analyzed WISC-R profiles of 42 conduct problem children to generate hypotheses concerning the children's intellectual strengths and weaknesses. Used a variety of subtest groupings to interpret ability patterns. Findings revealed relative strengths in perceptual organization skills, and weaknesses in skills that involve sequencing, memory, and…

British and Zambian children were compared on their abilities to reproduce patterns, from tactile and visual presentations, by modeling, drawing, and gesturing. Age, sex, and intelligence variables were analyzed. Results suggested that cross-cultural differences in these tasks reflect differences in specific perceptual skills rather than broad…

This study was designed to provide evidence concerning hemispheric independence in the visual modality of children and adults. Words and letters were shown either singly or in pairs. Hemispheric independence occurred more frequently among children when letters, as opposed to words, were shown. Results are discussed in terms of developmental models…

Practice in interpreting the critical features of incomplete line drawings and integrating fragmentary visual information was shown to enhance the visual efficiency of partially sighted children, aged 5 to 8. (BW)

The battery of perceptual and perceptual-motor tests (including one fine and two gross perceptual-motor tasks, and one visual and two auditory perceptual tasks) were useful for prediction of cognitive performance one year later at kindergarten age. However, cognitive achievement in first grade, and even more so in second grade, was best predicted…

Investigates age differences in selective attention in a coded visual search task where subjects were given different types of information about target location before trial onset. (Author/SS)

Some recent research is examined on childrens' perception of pictures. Implications are drawn for those who create and use illustrated childrens' books. (SJL)

Three experiments obtained same-different judgments from children and adults to trace normal development of local and global processing of hierarchical visual forms. Findings indicated that reaction time was faster on global trials than local trials; bias was stronger in children and diminished to adult levels between ages 10 and 14. Reaction time…

This case study of information-seeking behavior of second grade children in their school library media center focuses on how young children learning to read cope with searching for information in a largely textual corpus. Discusses children's search strategies; computer versus shelf searching; textual versus visual searching; and comparisons with…

Described is an color-making activity where students use food coloring, eyedroppers, and water to make various colored solutions. Included are the needed materials and procedures. Students are asked to write up the formulas for making their favorite color. (KR)

Norwegian 6th graders (n=107) either were taught a mnemonic imagery to apply to passages they read or were given no strategy. Mnemonic-imagery students remembered more information. Individual differences in short-term memory and verbal and visual competence did not predict performance in the imagery condition. (SLD)

Four experiments examined the spatial orientation of children who walked while wearing a blindfold. Children and adults viewed a target, were guided blindfolded to a new point, and then aimed a pointer at the target. Route complexity, but not number of targets or time delay, affected spatial orientation. Some age differences were observed. (BC)

This article discusses the development of an orientation and mobility screening measure suitable for use with children having severe visual impairments (and possibly additional impairments) from birth through five years of age. Twenty instructors rated the measures as being useful. The two forms of the measure (for either ambulatory or…

Measures of visual and tactual recognition memory, tactual-visual transfer, and object permanence were obtained for preterm and full-term infants. Measures of tactual-visual transfer were correlated with later intelligence measures up to the age of five years. These correlations were independent of socioeconomic status, medical risk, and early…