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IN recent years there has been a tremendous number of articles and news releases dealing with computer-assisted instruction, or as it has been abbreviated, CAT. One might conjecture that this proliferation is an indicant of rapid progress in the field. Unfortunately, I doubt that it is. A few of the reports about CAT are based on substantial experience and research, but the majority are vague speculations and conjectures with little if any data or real experience to back them up. I do not want to denigrate the role of speculation and conjecture in a newly developing area like CAT. However, of late it seems to have produced little more than a repetition of ideas that were exciting in the 1950s but, in the absence of new research, are simply well-worn cliches in the late 1960s. These remarks should not be misinterpreted. Important and significant research on CAT is being carried on in many laboratories around the country, but certainly not as much as one is led to believe by the attendant publicity. The problem for someone trying to evaluate developments in the field is to distinguish between those reports that are based on fact and those that are disguised forms of science fiction. In my paper, I shall try to stay very close to data and actual experience. My claims will be less grand than many that have been made for CAI, but they will be based on a substantial research effort. In 1964 Patrick Suppes and I initiated a project under a grant from the Office of Education to develop and implement a CAI program in initial reading and mathematics. Because of our particular research interests, Suppes has taken responsibility for the mathematics curriculum and I have been responsible for the initial reading program. At the beginning of the project, two major hurdles had to be overcome. There was no lesson material in either mathematics or reading suitable

Computerized instruction and the learning process.