Research on visual and phonological coding in reading words for meaning is reviewed, and two studies are described that examined the word processing of skilled and less skilled elementary school readers. Findings revealed support for previous studies stressing the importance of the automatic nature of reading skills. (CL)

The author cautions that far from being an educational panacea, computers may actually be frustrating or even harmful for children with visual problems, including difficulties with visual-tactual development, visual attention span, and nearsightedness. A coordinated program implemented by education and clinicians is advocated. (CL)

A model is proposed that organizes factors related to visual function into three dimensions: visual abilities, available resources and past experiences, and environmental cues. The model is explained to be useful in determining how to elicit visual behaviors or maximize visual function in persons with low vision. (Author/CL)

Reviews a series of papers which report a sequence of experiments concerned with how repeated visual encounters with objects or patterns influence attentional preference for what is familiar of what is unfamiliar or novel. (WY)

Among the study's results were that there is a significant relationship between reading and lipreading ability, and although good readers may be either good or poor lipreaders, poor readers are more likely to be poor than good lipreaders. (Author/CL)

Visual scanning patterns were investigated in 32 children (mean age 9.8 years) referred for hyperactivity in a double blind crossover comparison of methylphenidate and placebo treatments. Results suggested that the stimulant drug may increase attentional selectivity even when such a shift fails to produce improvement in task performance. (Author)

Reviews research examining the effects of pictorial illustrations on learning from textbooks; notes differences in purpose, approach, and methodology; identifies some shortcomings; and offers suggestions for future research. Forty references are listed. (FM)

In three experiments, sighted college students tried to learn the names of the first 10 symbols of the braille alphabet. In Experiments 1 and 2, visual examination of the symbols enhanced learning. In Experiment 3, similar results were obtained when standard size braille symbols were used during the study trials. (Author)

Factor and cluster analysis of the Illinois Test of Psycholinguistic Abilities scores of 237 children (6 to 8 years old) with severe language handicaps showed a clear auditory-vocal and visual-motor factor. Ninety-seven percent of the Ss had the lowest scores on auditory association and grammatic closure subtests. (Author/CL)

Describes mnemonic devices which can be taught to second-language students to improve their learning including mnemonic reduction, visual word pictures, elaboration, and the keyword method. (BK)

A study involving 119 fifth graders indicated that the "Durrell Visual Memory of Words: Intermediate" measures auditory-visual integration rather than being a pure measure of visual memory, as is purported. (CL)

Discusses the effect television has on youth in making them visually literate and how educators should use this information to make education more effective. (CHC)