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The purpose of this study was to test the predictive validity of a psycholinguistic model of the reading process as it dealt with perception. Ten lines of print which varied in terms of the characters employed in the line and the organizational pattern of those characters were tachistoscopically presented one-at-a-time. The subjects were asked to provide a written report of what they had seen. Eighty-two validated subjects provided data which were analyzed for the purpose of this study. Each subject's report for each line of print was scored on two dimensions: the accuracy and completeness of the report and the degree to which the report was meaningful and language-based. Two research questions were developed which involved ten research hypotheses. The research hypotheses were developed on the basis of the Goodman Model of Reading and concerned the subjects' perceptions of the lines of print. The principal findings were: (1) The more the line of print resembled written English the more accurately and completely the line was reported. (2) The unit of perception in reading is situationally determined but is the sentence or the clause when such units are available. (3) All three cuing systems must be available for perception in reading to be effective and efficient. (4) The reader's expectation and set for what is to be seen determines in large part what is perceived. (5) The individual is actively cognitively involved in the process of visual perception. (6) What is visually perceived is not limited to what is visually available. Statistical analysis yielded powerful findings which were strongly supportive of a psycholinguistic model of reading.

This study examined two aspects of the use of paraprofessionals with students with visual impairments: 1) the effect of paraprofessional proximity on the students' interactions with peers and teachers in the regular education classroom, and 2) factors that may influence a paraprofessional's decision to interact or not interact with a student with a visual impairment. The four student/paraprofessional case studies included data collected by means of classroom observations, demographic forms, and semi-structured interviews. The classroom observation data were analyzed using the chi-square statistics to determine relationships between paraprofessional proximity and classroom activity setting, interaction participants, interaction initiators, and type of interaction that occurred. The data collected through the interviews were coded to determine themes. The data from all the case studies were cross analyzed to determine relationships and themes across cases.Proximity of paraprofessionals to students with visual impairments in the regular education classroom appears to have an effect on the interactions that occur between students with visual impairments, peers, and teachers. More interactions occurred between students and peers and between students and teachers when paraprofessionals were at a distance. Also, when paraprofessionals were at a distance, peers and teachers were more likely to initiate interactions with students with visual impairments.The decision making process for paraprofessionals is complicated. Factors that may influence how paraprofessionals make decisions concerning students with visual impairments were professional experience, personal experience, education level and type, and how roles and responsibilities were defined. All the paraprofessionals in the study indicated at some point during data collection the need to promote independence in their students.

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