This article presents an overview of literature relating to a nonverbal learning disabilities subtype. The article addresses the relationship between nonverbal learning disabilities and socioemotional functioning, generalizability of research outcomes, individual differences, and treatment validity. (Author/JDD)

Since current instructional, environmental, medical, and neuropsychological interventions do not yield predictable benefits for learning disabled children, there is a need for naturalistic research on the prevention and correction of learning disabilities and learner differences. School personnel should focus on program development, evaluation,…

A comparison of cognitive, academic, and linguistic profiles for 74 learning-disabled students and 37 nondisabled college students found significant differences in reading, writing, listening, and speaking achievement. No significant differences were found for gender or Verbal-Performance split in cognitive ability. Instruments used showed similar…

Twelve learning-disabled children, aged 8-11, were compared with normal peers on various discourse errors. No significant quantitative differences were found in the total number of discourse errors between the disabled and normal groups, but the errors were qualitatively different. Male subjects made significantly more errors than female subjects.…