Assesses the effects of different learning conditions on perceptual span development. Notes the superiority of the contingency-plus-attention group in the training situation but the better transfer of the attention-only group to a standard reading situation. Graphs and bibliography. (RW)

Examines and rejects two traditional assumptions about fluent reading: that identification of letters is necessary to identify words; and that identification of words is necessary to comprehend. Proposes that identification and comprehension are two separate tasks and that a reader comprehends because he reads for meaning in the first place. (MB)

Investigates effects of a specific method of art instruction designed to increase the individual's ability to handle visual complexity and detail. Implications of findings for art education are also discussed. ( MG)

Describes a reading and listening study aid called a map" which, in addition to synthesizing information, displays it in pictorial form with special markings for main and supporting ideas. (MS)

Reports replication and extension of Elkind and Weiss's study of perceptual exploration using 122 Israeli children. In general, results were upheld and reflected the influence of school experiences seen most specifically in the right-left directionality expected to result from learning to read Hebrew. (WY)

Presents representative poems written by students who had carefully examined one square foot of playground. (RD)