Considers the ways in which the artist of one biblical narrative, the Old English Caedmonian Genesis,'' successfully created a consecutive series of visual episodes which correspond to the narrative sequence of the poetic text. (Author)

An inexpensive way to learn film making, which teaches script-writing, film editing, and all phases of film production. Student reaction to mock film making was favorable. (Author/JB)

Concludes that many variables affect the effectiveness of visual illustrations in facilitating learning. (MS)

A retarded boy, unable to read orally or with comprehension, was taught to match spoken to printed words and was then capable of reading comprehension (matching printed words to picture) and oral reading (naming printed words aloud), demonstrating that certain learned auditory-visual equivalences are sufficient prerequisites for reading…

The autistic children's presumed preference for proximal over distal sensory input was studied by requiring that "autistic," retarded, and "normal" children (7-15 years old) adapt to lateral displacement of the visual field. Only autistic Ss demonstrated transfer of adaptation to the nonadapted hand, indicating reliance on proprioception rather…

Results of three studies involving Down syndrome students suggested that the auditory-visual recall difference evidenced by nonretarded but not by retarded Ss may have been due to the differential use of information in echoic memory. (Author)

The author speculates on the mythic symbolism of the maze and describes her work with learning disabled students who responded favorably to mazes, especially to visualization tasks involving mazes. (CL)

Discusses use of slides in second-language class and gives examples of teaching identification, abstract nouns, position and agreement of adjectives, personal pronouns, prepositions, objects of destination, and verbs. Suggests use of two slide projectors to teach sentence patterns that state a relationship between two entities. (BK)

Presents case in favor of using line drawings as one of the most effective and least expensive ways of recapturing imagination in the language classroom. (Author/BK)

Among conclusions presented by a review of research on modality preference as a method for differentiating beginning reading instruction are that differentiating instruction according to modality preference apparently did not facilitate learning to read. (Author)

Supports and give examples of adding visual aids to problem-solving activities in language classroom through which teacher will inject a recreational element into learning process, foster verbal learning, and stimulate communicative interaction. (Author/BK)

Shows how visual property terms of spatial entities can be presented to technical writing students so that the students can find contrastive information about the subject-entity and develop it in their writings. (RL)

A specially designed mnemonic strategy was successful in teaching independent pronunciation skills to deaf college students. Examples of the cards showing key words (either a concrete object or dynamic action) are included. (CL)