A review of research on reading and writing shows that an increase in understanding of the cognitive processes involved in reading and writing can improve teachers' effectiveness. Forty-eight state departments of education responded to a survey regarding current certification for teaching reading and writing at elementary, secondary, and adult education levels. Findings indicated that requirements are minimal. Teacher educators are urged to increase program requirements within their institutions and to work with states to increase certification requirements sufficiently to disseminate advances in knowledge of reading and writing processes and thereby improve educational practice.American citizens have high expectations for their schools, with the most fundamental being that of teaching students to read and write. As social and technological conditions require increased levels of literacy (Resnick & Resnick, 1977, levels of national expectation rise as well, and when disproportionate numbers of United States children are found among the poorest readers in international comparisons (Stevenson, 1984), it is the classroom teacher who most often is criticized. The responsibility for the nation's literacy, however, belongs not to the classroom teacher alone, but also to the institutions that educate teachers and the states that certify them. That being the case, it seems appropriate to ask whether teacher practice is enhanced by increasing teacher understanding of reading and writing and, if so, whether teachers are provided ample opportunity (by the pro-

This study was conducted in the University of Washington Experimental Education Unit; subjects were 8 junior high age students admitted to the unit on the basis of having serious learning and behavior disorders. Individual programs were arranged for each child in the classroom. Activities known to be highly interesting to the students were established as reinforcement contingencies, used to reinforce academic activities. Functionally significant academic gains were recorded over a teaching period of approximately 100 days.

Computerized psychological assessment is potentially a viable alternative to the traditional method of examiner based assessment. 15 children, 4 females and 11 males, ranging in age from 7 to 14 yr., were administered a computerized version of the Raven's Coloured Progressive Matrices test. The necessary software for computerizing this test was developed and programmed for use with an Apple II Plus microcomputer. Scores obtained from the computerized and traditional versions of the Raven's test were compared on total mean score, correlation with the WISC-R, Raven's subscale intercorrelations, and Raven's total mean score composition. In general, results indicate that the two versions of the Raven's Matrices do not statistically significantly differ on the dimensions tested in the present study. The relatively small number of subjects and the lack of rigorous experimental control limit generalization of the results. Continued research into the use of computerized psychological assessment is warranted.

A research and demonstration classroom was established through the cooperative efforts of the University of Washington's Experimental Education Unit and the Head Start Program of the Seattle Public Schools. The demonstration classroom enrolled children demonstrating severe social, emotional, and/or language deficits, as identified by Head Start teachers. The aggressive or acting out child was most often seen as the child needing help. Of the 25 children originally referred, 12 were enrolled for a term which ran up to 43 days. Principles of programing the arrangement of activities in language and social discrimination were followed in the classroom. Behavior modification procedures were utilized and introduced to the regular Head Start teachers. The demonstration class teaching staff worked with the Head Start teachers when the children returned to their home class and throughout a followup period.

Effects of methylphenidate on measures related to reading were studied in a group of nine boys who had attention deficit disorder with hyperactivity; a double-blind crossover design using active drug and placebo was used. Administration of methylphenidate improved subjects' performance on language processing tests but not their performance on oral reading measures. The findings provide evidence in support of a two-factor theory of attention deficit disorder.