A model of delivery of services that enables school psychologists to meet testing demands while initiating a broad range of consultative services is described. Requirements of the model include: (a) having funds available for contract testing, (b) having conferences with teachers prior to formal referral of children, and (c) having qualified contract evaluators available. Benefits, as well as obstacles to be expected in implementing the model, are discussed.

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The difference between children and adults in their abilities to extract visual information from the fovea and the parafovea, both with and without the availability of graphic word cues, was evaluated. High frequency words typed in normal and alternating (i.e., lower and upper) case were presented tachistoscopically in the fovea and parafovea to 30 third graders, 30 fifth graders, and 30 adults. Dependent measures were percentages of letters and words correct. The results indicated (a) that there was little difference across grade level in ability to extract visual information from the parafovea and (b) that the effects of using alternating case as compared with normal case yielded similar deficits in the fovea and parafovea for all grade levels. Serial position curves of letters correct also supported the similarities across grade level in the parafoveal information extraction process. The present findings suggest that the age-related differences in use of the periphery that have been found in previous studies should be reassessed. In addition, the results suggest the limitations of using altered text to study the use of the periphery in reading, due to the possible influences of alternating case on foveal as well as peripheral word indentification.

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