Stanley Krippner

Humanistic Psychology and Parapsychology

STANLEY KRIPPNER, PhD, is Director of the Maimonides Dream Laboratory m Brooklyn, and Director of Research for the New York Institute for Child Development. During 1973, he was Visiting Professor at the University of Puerto Rico and Cahforma State College, Sonoma. He was appointed program chairman for the first three mternational invitation-conferences on humamstic psychology (m the Netherlands, West Germany, and Japan). The author of over 175 professional papers, he is co-editor of a new book, Galaxies of Life: The Human Aura tn Acupuncture and Kirlian Photography and co-author of Dream Telepathy.

Reading Disabilities Among the Academically Talented

Dr. Krippner is Assistant Professor Elementary Education and Director, Educational Child Study Center, Kent State University. Dr. Herald is Assistant Professor of Elementary Education, Kent State University. In the education of gifted and talented children, the mastery of basic reading skills is essential. However, Gowan and Schiebel (8) have estimated that &dquo;most gifted children are hidden remedial reading candidates.&dquo; Wheeler (16) has stated that &dquo;the most seriously retarded readers in our schools are the mentally superior students&dquo; while Strang (11) has noted that the gifted child who reads only at his grade level is actually a remedial reading problem. There are many reasons for reading disabilities among gifted students. Disorders may be present in the peripheral

RELATIONSHIP BETWEEN READING IMPROVEMENT AND TEN SELECTED VARIABLES

In 1962 30 children were administered Form W of the California Reading Test during their first day at a reading clinic. Form X was administered on the final day of the clinic. Ten additional variables were correlated with the improvement noted. Significant relationships were noted between reading improvement and total percentile on the Mental Health Analysis (r = .46, p = .01) and WISC Verbal IQ (r = .44, p = .05). With these results in mind, a greater emphasis was placed on utilizing non-verbal abilities and upon improving mental health in the 1963 clinic. This time the only significant variable was WISC Performance IQ (r = .33, p = .05).

The Vocational Preferences of High-Achieving and Low-Achieving Junior High School Students:

DR. KRIPPNER is Director of The Reading Center, Kent State University, Kent, Ohio. EDITORIAL NOTE: Together with these findings which relate to the career choice of high and low achieving students, some additional conclusions may be suggested. A small percentage of students achieved adequately sans goals. However, of those who had no goals, there were twice as many low-achieving boys and seven times as many low-achieving girls. It would seem there may be value in encouraging boys and girls to have goals, even though they are tentative. Subsequently, these may be modified, changed, or even totally disregarded for objectives in keeping with more mature, and perhaps previously unconsidered interests. This study as well as others points to the fact that one of the causative factors of underachievement may be diminished if boys and girls can be encouraged to set goals early in life.— A.F.I.

Sex, Ability, and Interest: A Test of Tyler's Hypothesis

DR. KRIPPNER is Director of the Reading Center, and Assistant Professor of Elementary Education, Kent State University. Kent, Ohio. One of the decade’s most provocative research studies was completed by Leona Tyler in 1951 (1). After investigating the play activities of first grade pupils, Tyler reported significant differences in interest between the two sexes. Boys, as might be surmised, preferred outdoor games while girls favored indoor activties; boys’ pursuits were generally active, girls’ pastimes