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IN THE FIRST PART OF THE DOCUMENT, RESULTS OF GROUP DISCUSSIONS ON THE USE OF PROGRAMED INSTRUCTION (PI) AND TEACHING MACHINES IN DEVELOPING COUNTRIES ARE SUMMARIZED, EMPHASIZING (1) PROBLEMS OF DEVELOPING NATIONS, (2) QUESTIONS ON PI METHODS AND MATERIALS, AND (3) STRATEGIES FOR THE INTRODUCTION OF PI. THE SECOND PART OF THE DOCUMENT IS AN ESSAY DISCUSSING VARIOUS FORMS OF PI, INCLUDING INSTRUCTIONAL TELEVISION, LANGUAGE LABORATORIES, FILMS, AND TEACHING MACHINES. THIS IS A REPRINT FROM PROGRAMMIERTER UNTERRICHT UND LEHRMASCHINEN, FINAL REPORT OF THE 1963 INTERNATIONAL CONFERENCE OF PROGRAMED INSTRUCTION, BERLIN, PAEDAGOGISCHE ARBEITSTELLE, 1964. (MS)

122 p

Document number CIA-RDP78-06365A000700020065-3 declassified and released through the CIA's CREST database. Previously available only on four computers located outside of Washington D.C., the Agency was successfully pressured into putting the files online as a result of a MuckRock lawsuit and the efforts of Emma Best. The metadata was collected by Data.World, and the files are now being archived and made text searchable by the Internet Archive.

This collection of 17 papers relating behavioral science theory to the process of experimental education grew out of a 1963 National Education Association symposium on research in programed instruction. Perspectives and the technology of programing are described in this updated and supplemental successor to the source book, "Teaching Machines and Programmed Learning" (TMPL-I). Cast in the form of individually authored review chapters, its aim is to update with information on new research and to integrate that information with past efforts. It reviews the past 10 years and present objectives, programing variables and techniques, computer-based instructional systems, adaptive teaching systems, the effectiveness of instructional programs, and programing for classroom instruction. A section on technology and subject matter examines programing on mathematics and logic, science education, reading and related verbal learning, English, and instruction in a second language. The implementation of programed instruction in schools, industry, and federal government agencies is discussed. Indications of the future point to a firm and continuing base for instructional design in the behavioral sciences. This compilation, containing over 1000 research references, is indexed by both author and subject. (AW)

conway game machines

To promote interchangeability of teaching machines and programs, so that the user is not so limited in his choice of programs, the British Standards Institute has offered a standard. Part I of the standard deals with linear teaching machines and programs that make use of the roll or sheet methods of presentation. Requirements cover: spools, program movement, masks, program width, layout, size, leader and trailer, thickness of program material, sheet capacity, order of stacking after use, clearance, and marking. (MF)

To promote interchangeability of teaching machines and programs, so that the user is not so limited in his choice of programs, the British Standards Institute has offered a standard. Part I of the standard deals with linear teaching machines and programs that make use of the roll or sheet methods of presentation. Requirements cover: spools, program movement, masks, program width, layout, size, leader and trailer, thickness of program material, sheet capacity, order of stacking after use, clearance, and marking. (MF)

To promote interchangeability of teaching machines and programs, so that the user is not so limited in his choice of programs, the British Standards Institute has offered a standard. Part I of the standard deals with linear teaching machines and programs that make use of the roll or sheet methods of presentation. Requirements cover: spools, program movement, masks, program width, layout, size, leader and trailer, thickness of program material, sheet capacity, order of stacking after use, clearance, and marking. (MF)

#OTD 1965: Automatic teaching machines were trialed in schools, in what was absolutely not an attempt to help with a teacher shortage. https://t.co/gNpcu4YGYL Source: https://twitter.com/BBCArchive/status/905845631649931264 Uploader: BBC Archive

#OTD 1965: Automatic teaching machines were trialed in schools, in what was absolutely not an attempt to help with a teacher shortage. https://t.co/gNpcu4YGYL Source: https://twitter.com/BBCArchive/status/905845631649931264 Uploader: BBC Archive

1ST COLLOQUIUM OF THE LABEX MS2T 16 janvier 2019 Emmanuel DUPOUX Researcher, Directeur d'Études École des Hautes Etudes en Sciences Sociales / EHESS Laboratoire de Science Cognitive et Psycholinguistique / LSCP - CNRS/ENS/EHESS

1ST COLLOQUIUM OF THE LABEX MS2T 16 janvier 2019 Emmanuel DUPOUX Researcher, Directeur d'Études École des Hautes Etudes en Sciences Sociales / EHESS Laboratoire de Science Cognitive et Psycholinguistique / LSCP - CNRS/ENS/EHESS

1ST COLLOQUIUM OF THE LABEX MS2T 16 janvier 2019 Emmanuel DUPOUX Researcher, Directeur d'Études École des Hautes Etudes en Sciences Sociales / EHESS Laboratoire de Science Cognitive et Psycholinguistique / LSCP - CNRS/ENS/EHESS

Approved For Release 2001/0 A- p ,00309A 100040012-9 OTR Education Committee Briefing Outline on the Status of Teaching Machines 15 December 1960 1300 hours OTR Conference Room Machines Main TYPES now being produced Names/addresses of manufacturers (available only for information ) Cost range and specific prices of several types Portability vs. permanent (non-portable) Programs Specific programs now available or published Cost of published programs Names/addresses of producers (available only for information) Estimated man-hours/cost to produce types of programs Use of programs/machines Names/addresses of schools/institutions/etc. now using Results/findings of the users to date Names of programs now being used Evaluation of Programs Have any been evaluated? If so, how are they evaluated? Results of evaluation--increase in student retention lessening of training time (machine vs. classroom) motivation factors Research Names/addresses of researchers active in this field (available only for information) Types of research being performed--machines vs. subjects vs. programs, etc. Results of research--advantages/disadvantages pro/con Agency application Suggested schools/courses/components where such devices might be best applied with best expected results. Approved For Release 2001/07/24 : - 000100040012-9

Since 1950s, teaching machines have changed a lot. Today, we have different ideas about how people learn, what instructor should do to help students during their learning process. We have adaptive learning technologies that can create much more student oriented learning environments. The purpose of this article is to present these changes and its effects on learning environment. First, after explaining the concepts of teaching machines and adaptive learning systems including their main features as well as integral components, similarities and differences between these technologies are discussed briefly. Then, following the discussion on weaknesses and strengths of adaptive learning systems, what instructional designers should consider in developing and using them are mentioned.

Teaching machines to read natural language documents remains an elusive challenge. Machine reading systems can be tested on their ability to answer questions posed on the contents of documents that they have seen, but until now large scale training and test datasets have been missing for this type of evaluation. In this work we define a new methodology that resolves this bottleneck and provides large scale supervised reading comprehension data. This allows us to develop a class of attention based deep neural networks that learn to read real documents and answer complex questions with minimal prior knowledge of language structure.

50 p. 23 cm

Approved For Release 2001/07/30 :CIA-RDP78-06365A000700020065-3 OTR Education Committee Briefing Qutline on the Status of Teaching h~iachines l5 December 1960 1300 hours OTR Conference Room Machines Main TYPES now being produced Names/addresses of manufacturers (available only for information Cost range and specific prices of several types Portability vs. permanent (non-portable Programs Specific programs now available or published Cost of published programs Names/addresses of producers (available only for information Estimated man-hours/cost to produce types of programs Ilse of programs/machines Names/addresses of schools/institutions/etc. now using Results/findings of the users to date Names of programs now being used Evaluation of Programs Have any been evaluated? Tf so? how are they evaluated? Results of evaluation--increase in student retention lessening of training time (machine vs e classroom, motivation factors Research. Names/addresses of researchers active in this field ~avaiiable only for information Types of research beingr performed--machines vs. subjects vs. programsa etc. Results of research--advantages/disadvantages pr%on Agency application Suggested schools/courses/components where such devices might be best applied with best expected results. Approved For Release 2001/0710":~CJ~RB~P'T8=06365AOOO~UQ020065-3

To determine the effectiveness of programed materials and teaching machines in teaching spelling to third and fourth graders, a research project was designed covering an entire year and using classes in three schools as subjects. Classes at the experimental school used TMI-Grolier's "Modern English Series: Spelling" and the Min/Max II teaching machine as their spelling instruction for the year. Classes at one control school studied the word list for the programed course by conventionalmethods. Classes at the other control school followed the traditional, conventional course for the year. A descriptive analysis of the program was made from teacher and student evaluations. An analysis of variance was made for each of two possible variables considered, intelligence scores and spelling achievement, and for each of the five criteria instruments used in the study. Tests of statistical significance were made for total groups, by grade level, and by ability level to test the gain made by each group. It was concluded that there was no evidence to support one form of instruction over the other, that classes using teaching machines spent too much time with mechanical difficulties, that low ability groups benefited most from programed methods, and that the use of programed materials in textbook rather than teaching machine format should be investigated for elementary school use. (MT)

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In the second year of a study to compare and evaluate programed and conventional instruction in algebra for the ninth and tenth grades, comparisons of the control and experimental groups in each grade were again based on scores from the Lankton First-Year Algebra Test and the California Study Methods Survey (CSMS). Although there was a statistically significant gain in mean scores for all groups, experimental and control, from pre- to posttesting on the achievement instrument, the statistical data does not support a single definitive statement that one method of teaching is clearly superior to the other. In evaluating the programed method and materials, students noted lack of variety and need for textbook support. Ninth graders were more positive toward the programed course than tenth, a reversal of the first year experience. Teachers felt that the programed course was academically sound, but lacking in the level of difficulty or scope of a conventional course, and that such materials should be available to teachers throughout the country for use with conventional complements. It is recommended that programed materials be used to strengthen advanced curricula and to teach students with a record of absence. Further studies on programed materials in textbook form rather than teaching machine format should be conducted. Appendices of student evaluation responses and teacher logs are included. (TI)

CIA INTERNAL USE ONLY SPECIAL BULLETIN Number 46-62 TO : Agency Training Officers 10 October 1962 EXHIBIT OF TEACHING MACHINES AND PROGRAMMED INSTRUCTION An exhibit of programmed instruction and teaching machines will be held at the Office of Education Building, 400 Maryland Avenue, S. W. daily, from 10 a. in. to 10 p. m. , 22 through 26 October. It is under the auspices of U. S. Office of Education and is being organized by the Center for Programmed Instruction, Inc. of New York City. The exhibit will include color slides of teaching machines currently on the market and a comprehensive collection of academic programs available for the 1962-1963 School Year. There will be briefings by prominent men in the field of programmed instruction each day at 10, 2 and 7 o'clock. Approved For Release 2001/QT46I-CI RDP7S-038M 100200026-0

This brief review lists the major features of teaching machines and programed instruction. The ideal learning situation has these factors: 1) division of the subject into steps small enough to be grasped immediately; 2) specific, clear, sequential questions; 3) means for the student to proceed at his own pace; 4) means of causing the student to be a constant active participant. Teaching machines meet these qualifications better than the traditional classroom situation. (JK)

PROGRAMED LEARNING BASED ON CONTRASTIVE LINGUISTIC ANALYSIS CAN BE USED TO OVERCOME THE PREDICTABLE ERRORS MADE BY STUDENTS LEARNING A SECOND LANGUAGE. THE PROGRAM, WITH A LEARNING SEQUENCE ARRANGED SO THAT STUDENTS WILL AVOID MAKING ERRORS, CAN PROVIDE PRACTICE IN THE MECHANICS OF THE LANGUAGE, BUT IT HAS LIMITATIONS, FOR A STUDENT CANNOT ENGAGE IN COMMUNICATION WITH A MACHINE. THE TEACHER MUST SUPPLY THE CONDITIONS AND SITUATIONS IN WHICH STUDENTS, IN SMALL GROUPS, CAN NOT ONLY APPLY WHAT THEY HAVE LEARNED IN THE PROGRAMED PHASE, BUT ALSO COMMUNICATE AND CONVERSE WITH OTHER SPEAKERS OF THE FOREIGN LANGUAGE. THIS PAPER WAS READ AT THE SPRING CONFERENCE OF THE PSMLA (UNIVERSITY OF PITTSBURGH, MAY 14, 1966) AND WAS PUBLISHED IN "THE BULLETIN OF THE PENNSYLVANIA STATE MODERN LANGUAGE ASSOCIATION," VOLUME 45, NUMBER 1, DECEMBER 1966. (AM)

Contains public sector information licensed under the Open Government Licence v3.0. Author(s): Sime,M.E. Ford List title: Teaching machines and their use in industry Report (problems of progress in industry, number 14) Ford Select List, 1955-1964 1 Explore this and other items from our digitised collections on the University of Southampton Digital Library.

244 p. 24 cm

Presents B.F. Skinner explaining the theory of programmed learning, Arthur Lumsdaine describing a variety of teaching machines and programmed materials, and Robert Glaser discussing the implication of such machines and materials for education.

STUDIES OF THE USE OF TEACHING MACHINES AND PROGRAMED INSTRUCTION IN ENGLISH SCHOOLS ARE PRESENTED, INCLUDING ALL LEVELS FROM THE CLASSES FOR FIVE YEAR OLDS THROUGH THE HIGH SCHOOL. STUDIES OF THE READING PROGRAM (ITA), SCIENCE, GEOMETRY, AND MATHEMATIC PROGRAMS ARE DESCRIBED. MACHINES INCLUDED THOSE USING EITHER LINEAR OR BRANCHING PROGRAM MATERIALS. BOTH COMMERCAL AND TEACHER-DEVELOPED PROGRAMS WERE EXAMINED. RESULTS OF THE EXPERIMENTS IN PROGRAMED LEARNING INDICATE THAT CHILDREN USING THESE MATERIALS LEARN AT LEAST AS WELL AS THOSE USING CONVENTIONAL MATERIALS. PROBLEMS OF PROGRAM WRITING ARE DISCUSSED. (BD)

THE BIBLIOGRAPHY LISTS 131 SELECTED PUBLICATIONS ON TEACHING MACHINES AND PROGRAMED INSTRUCTION. LISTED UNDER BOOKS ARE 55 ITEMS DATING FROM 1959 TO 1966. ARTICLES AND PERIODICALS CITED DATE FROM 1915 TO 1965 AND NUMBER 53. INCLUDED AS MISCELLANEOUS PUBLICATIONS ARE 23 LISTINGS SUCH AS THESES, PROJECT REPORTS, GOVERNMENT PUBLICATIONS, AND DITTOS RANGING IN DATE FROM 1949 TO 1966. (JD)

THE BIBLIOGRAPHY LISTS 131 SELECTED PUBLICATIONS ON TEACHING MACHINES AND PROGRAMED INSTRUCTION. LISTED UNDER BOOKS ARE 55 ITEMS DATING FROM 1959 TO 1966. ARTICLES AND PERIODICALS CITED DATE FROM 1915 TO 1965 AND NUMBER 53. INCLUDED AS MISCELLANEOUS PUBLICATIONS ARE 23 LISTINGS SUCH AS THESES, PROJECT REPORTS, GOVERNMENT PUBLICATIONS, AND DITTOS RANGING IN DATE FROM 1949 TO 1966. (JD)

This bibliography lists nearly 300 programs under the name of their publishers and subjects. Entries include the author's name, publisher and date of publication, type of students for whom the material is intended, the program's length, price, and comments concerning its use. Unpublished programs are generally not listed, and tape/slide, etc. lectures are included only where the publisher also publishes "regular" programs. Information in the reference section on books, journals, and organizations is focused more toward British users than Americans. There are subject, author and publisher indexes. (JS)

B.F. Skinner applied his concept of operant conditioning to education. Skinner believed that people acted the way they did because they had been reinforced for behaving in a certain manner. His orientation to pedagogy was predicated upon the notion that a student's behavior could be modified by guiding the student through the learning process using carefully arranged reinforcements. Operant conditioning was the cornerstone of Skinnerian programmed instruction. Skinnerian programmed instruction broke subject matter down into small steps (frames), allowed for self-pacing, and provided immediate feedback. Skinner promoted the use of teaching machines and programmed textbooks. Teaching machines were used to control the presentation of frames, keep records of students' answers, and evaluate, score, and reinforce correct behavior immediately either by controlling and advancing the next frame or by displaying the correct answer. Programmed textbooks presented machine teaching-type learning sequences without hardware. The paper discusses implementation and effectiveness of teaching machines and programmed instruction during the 1950s-60s, noting teachers' and students' mixed responses and describing the eventual demise of this type of teaching. (Contains 58 endnotes.) (SM)

National Education Association, Teaching Machines and Programmed Learning: A Source Book , eds. Arthur A. Lumsdaine and Robert Glaser, NEA Department of Audio-Visual Instruction, 1960.

National Education Association, Teaching Machines and Programmed Learning: A Source Book , eds. Arthur A. Lumsdaine and Robert Glaser, NEA Department of Audio-Visual Instruction, 1960.

Bibliography: p. [9]

Bibliography: p. [9]

Many military applications will benefit from the use of unmanned vehicles. However communication realities have limited the effectiveness of the current direct tele-operated vehicles. One solution is to increase the on-board autonomy of the vehicle. While this does reduce the communication requirements, the level of machine intelligence is not sufficient to insure operation in extreme situations. Proposed is a shared control solution that is a synergistic partnership of on-board autonomy and the superior cognitive capabilities of the remote human operator. This paper describes work at the Defence Research and Development Canada - Suffield (DRDC-Suffield) in tele-operated vehicles, autonomous control systems and discusses the issues and benefits of shared control of military vehicles.

Ninth and tenth grade students from two schools were placed in experimental and conventional instruction classes to compare the two methods in teaching algebra by means of achievement test and time needed to complete the course. Pre- and posttests measured aptitude; teachers and students in the experimental groups recorded personal reactions to the use of autoinstructional devices. Teaching machines presented the algebra program to be used at the student's own rate. Teachers commented on persistent boredom, the need for practice materials to supplement the programed information, and the advantage of individual work rates and self-help. Students felt a need for textbooks and teacher contact; 78% of the ninth graders said they would have learned more without programed materials. Mean differences between experimental and control groups do not support one teaching method over another. Recommendations are that analytic research be continued in the local school system, that the program at the tenth grade level be evaluated further, and that students be tested the following year for retention. Appendices contain teacher instructions on the use of the teaching machines, testing schedules, samples of the evaluation sheets, and anecdotal records. (TI)

This piece explores technologies for freer communication "with" machines, i.e. bots (chatbots or conversational agents), rather than the concept of speaking "to" machines, such as Intelligent Assistants (IA) like "Alexa." Bots are computer programmes which simulate natural intelligent communication using text or speech technologies. Recently, interest in chatbots appears to have shifted from whether they can be perceived as human to their ability to imitate natural conversations to achieve specific purposes and provide efficient customer services. This chapter describes the use of modern chatbots for language learning, provides examples of how chatbots could be assessed by language learning students and language teachers in training, and discusses the benefits of communicating with computers for language learners and the limitations of conversational agents. [For the complete volume, see ED612143.]

AN AUTOMATED INSTRUCTIONAL SYSTEM WAS DEVELOPED TO TEACH BEGINNING READING TO HEARING IMPAIRED CHILDREN USING A NON-ORAL METHOD. INSTRUCTION WAS DONE WITH VISUAL PRESENTATION USING 35MM SLIDES ON A REAR PROJECTION SCREEN. THIS TEACHING MACHINE, THE HONEYWELL UNIVERSITY OF MINNESOTA INSTRUCTIONAL DEVICE (HUMID) WAS CONSTRUCTED WITH AN AUTOMATIC DATA RECORDER AND PRINTOUT DEVICE. THE FIRST OF THREE STUDIES DISCOVERED THAT INSTRUMENTATION AND PROGRAMING NEEDED TO BE IMPROVED. TWO PRELIMINARY STUDIES WERE CONDUCTED. THE THIRD STUDY INVOLVED ONE EXPERIMENTAL GROUP OF 10 FIRST-GRADERS AND ONE EXPERIMENTAL GROUP OF TEN 9 AND 10 YEAR OLDS ENROLLED IN CLASSES FOR THE DEAF AND HARD OF HEARING. CONTROL GROUPS WERE MATCHED FOR IQ, AGE, SEX, HEARING AND LANGUAGE PERFORMANCE. OVER A PERIOD OF 35 DAYS, 34 PROGRAMS WERE TAUGHT TO THE EXPERIMENTAL GROUPS. TESTING DID NOT REVEAL ANY STATISTICALLY SIGNIFICANT DIFFERENCES BETWEEN THE TWO EXPERIMENTAL GROUPS, ALTHOUGH THE OLDER GROUP PERFORMED CONSISTENTLY BETTER THAN THE YOUNGER GROUP. ON THE HUMID POST-TEST, THE FIRST-GRADERS PERFORMED SIGNIFICANTLY BETTER (AT THE .01 LEVEL) THAN THEIR CONTROL GROUP. THE OLDER GROUP ALSO PERFORMED BETTER THAN ITS CONTROL GROUP, ALTHOUGH THE DIFFERENCE WAS NOT STATISTICALLY SIGNIFICANT. ON THE STANFORD ACHIEVEMENT TEST SUBTESTS OF WORD MEANING AND PARAGRAPH MEANING GIVEN TO ALL FOUR GROUPS, ONLY THE YOUNGER GROUP SURPASSED THEIR CONTROLS AT A LEVEL WHICH APPROACHED SIGNIFICANCE. THERE WERE NO STATISTICALLY SIGNIFICANT DIFFERENCES BETWEEN THE OLDER EXPERIMENTAL AND CONTROL GROUPS. ALTHOUGH AN AUTOMATED SYSTEM OF NON-ORAL READING INSTRUCTION CAN BE DEVELOPED SUCCESSFULLY, IT WOULD INVOLVE A TREMENDOUS AMOUNT OF PROGRAMING. THE HUMID STAFF ESTIMATES THAT TO BRING DEAF CHILDREN FROM BEGINNING READING TO FOURTH GRADE READING WOULD REQUIRE MORE THAN 800 PROGRAMS OF 30 TO 40 FRAMES EACH AND MUST ALSO BE ACCOMPANIED BY A SYSTEMATIC PROGRAM OF LANGUAGE DEVELOPMENT. FIVE STUDIES WERE CARRIED OUT WITHIN THIS PROJECT BY GRADUATE STUDENTS. THE MAJOR FINDING WAS THAT DATA ON THE RESPONSE DELAYS HAS LIMITED USEFULNESS WITH THIS METHOD OF TEACHING READING. PROGRAMING TECHNIQUES, CONTENT OF PROGRAMS, AND INFORMATION ON THE TECHNICAL DEVELOPMENT OF HUMID ARE PRESENTED. REFERENCE LIST CITES 34 ITEMS. (MW)

AN AUTOMATED INSTRUCTIONAL SYSTEM WAS DEVELOPED TO TEACH BEGINNING READING TO HEARING IMPAIRED CHILDREN USING A NON-ORAL METHOD. INSTRUCTION WAS DONE WITH VISUAL PRESENTATION USING 35MM SLIDES ON A REAR PROJECTION SCREEN. THIS TEACHING MACHINE, THE HONEYWELL UNIVERSITY OF MINNESOTA INSTRUCTIONAL DEVICE (HUMID) WAS CONSTRUCTED WITH AN AUTOMATIC DATA RECORDER AND PRINTOUT DEVICE. THE FIRST OF THREE STUDIES DISCOVERED THAT INSTRUMENTATION AND PROGRAMING NEEDED TO BE IMPROVED. TWO PRELIMINARY STUDIES WERE CONDUCTED. THE THIRD STUDY INVOLVED ONE EXPERIMENTAL GROUP OF 10 FIRST-GRADERS AND ONE EXPERIMENTAL GROUP OF TEN 9 AND 10 YEAR OLDS ENROLLED IN CLASSES FOR THE DEAF AND HARD OF HEARING. CONTROL GROUPS WERE MATCHED FOR IQ, AGE, SEX, HEARING AND LANGUAGE PERFORMANCE. OVER A PERIOD OF 35 DAYS, 34 PROGRAMS WERE TAUGHT TO THE EXPERIMENTAL GROUPS. TESTING DID NOT REVEAL ANY STATISTICALLY SIGNIFICANT DIFFERENCES BETWEEN THE TWO EXPERIMENTAL GROUPS, ALTHOUGH THE OLDER GROUP PERFORMED CONSISTENTLY BETTER THAN THE YOUNGER GROUP. ON THE HUMID POST-TEST, THE FIRST-GRADERS PERFORMED SIGNIFICANTLY BETTER (AT THE .01 LEVEL) THAN THEIR CONTROL GROUP. THE OLDER GROUP ALSO PERFORMED BETTER THAN ITS CONTROL GROUP, ALTHOUGH THE DIFFERENCE WAS NOT STATISTICALLY SIGNIFICANT. ON THE STANFORD ACHIEVEMENT TEST SUBTESTS OF WORD MEANING AND PARAGRAPH MEANING GIVEN TO ALL FOUR GROUPS, ONLY THE YOUNGER GROUP SURPASSED THEIR CONTROLS AT A LEVEL WHICH APPROACHED SIGNIFICANCE. THERE WERE NO STATISTICALLY SIGNIFICANT DIFFERENCES BETWEEN THE OLDER EXPERIMENTAL AND CONTROL GROUPS. ALTHOUGH AN AUTOMATED SYSTEM OF NON-ORAL READING INSTRUCTION CAN BE DEVELOPED SUCCESSFULLY, IT WOULD INVOLVE A TREMENDOUS AMOUNT OF PROGRAMING. THE HUMID STAFF ESTIMATES THAT TO BRING DEAF CHILDREN FROM BEGINNING READING TO FOURTH GRADE READING WOULD REQUIRE MORE THAN 800 PROGRAMS OF 30 TO 40 FRAMES EACH AND MUST ALSO BE ACCOMPANIED BY A SYSTEMATIC PROGRAM OF LANGUAGE DEVELOPMENT. FIVE STUDIES WERE CARRIED OUT WITHIN THIS PROJECT BY GRADUATE STUDENTS. THE MAJOR FINDING WAS THAT DATA ON THE RESPONSE DELAYS HAS LIMITED USEFULNESS WITH THIS METHOD OF TEACHING READING. PROGRAMING TECHNIQUES, CONTENT OF PROGRAMS, AND INFORMATION ON THE TECHNICAL DEVELOPMENT OF HUMID ARE PRESENTED. REFERENCE LIST CITES 34 ITEMS. (MW)