This book provides a guide to visual instruction and assessment using the Unit Visual Framework (UVF). Combining pictures, color, and text for meaningful representation of the core concepts in a unit of study, UVFs result in a deepened understanding by all students, regardless of language level. The manual includes specific steps and suggestions…

Discusses how the art process and product combined to orient youthful perceptions to what was important, worthy of attention, expected, and fitting in their world. (Author)

A brief description of a program in visual literacy developed to help illustrate to high school students some of the basic elements involved in communication. (AK)

Reviews research concerning (1) the superiority of one modality over another, (2) the simultaneous use of different modalities, and (3) modality studies specifically focused on reading. Includes a pro-reaction and a con-reaction paper. Bibliography. (WB)

Describes how short films can augment the young student's understanding of such literary concepts as point of view, plot, tone, characterization, setting, and author's intention; illustrated. (SW)

Validity and reliability of a videotaped speechreading test, "Eyes and Spoken Language," designed to assess how effectively a person utilizes linguistic constraints in responding to spoken language via the visual pathway, were established using responses of 68 nonhearing impaired young adults. A significant learning effect was…

Multivariate analyses, followed by univariate tests, indicated that the normal children increased in sustained attention efficiency with age to both visual and auditory stimuli. Hyperactive children (9-14 years old) increased in sustained attention efficiency with age to auditory but not visual stimuli. (Author)

The role of visual imagery is explored as an information processing strategy, and its relationship is counterpointed to the linguistic system. The importance of visual imagery as a diagnostic and therapeutic tool to aid both visual and nonvisual performance and learning problems is discussed. (Author)

Results indicated that statistically significant but small relationships appear to exist between the areas of auditory and visual imagery vividness and the creativity components of elaboration and total creativity. (CL)

This study examined the use of visual feedback (VF) by typists at various skill levels. Subjects performed typing trials under four conditions: unrestricted VF, VF for response confirmation, VF for response guidance, and restricted VF. Results suggest similar use of visual feedback by typists of different skill levels. (Author/SJL)

Suggests that it is sometimes useful to consider information as being encoded as images, sometimes as language, and sometimes as propositions, and describes research that provides evidence of processing in all these forms. (Author)

Reviews the history, expected project outcomes, and publications which have been developed by the Visual Education Curriculum Project, designed to identify problems and needs in visual education in Australian primary and secondary schools. (CS)

Ways are suggested in which visually appealing information, such as art and artifacts, newsprint, and everyday products, can stimulate interest in, and study of, economics as a vital social science. (CJ)

The author describes specific classroom activities and materials that can be used with visually impaired, multihandicapped children who can function in a group. Objectives, procedures, materials, and possible modifications are listed for activities involving colors, shapes, and gross motor development. (Author/CL)