Abstract
How can the American child, who watches commercial entertainment TV an average of 24 hours a week (Lyle & Hoffman, 1972) be helped to learn more from such a major investment of time and attention? Given the wide range of material that could be learned from programs such as The Waltons, Spiderman, or The Brady Bunch, many researchers have wondered why watching entertainment TV does not produce a larger increase in vocabulary, reading level, or general knowledge. (See learning research reviews by Maccoby, 1964; Cazden, 1966; Harrison & Scriven, 1969. Gans, 1968, and Gattegno, 1969, describe skills which children do learn from TV.) Initial studies have indicated that learning while watching commercial TV can be increased if children listen to a simultaneous dual audio radio broadcast that teaches dur-
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