A comparison of 46 college students with learning disabilities (LD) who received permission to waive a foreign language (FL) requirement with 21 students with LD who fulfilled the requirement found that more students who had petitioned had a 1.0 standard deviation discrepancy between IQ and achievement and were referred only for FL learning…

A study of the writing disorders shown by students (n=260) taught by different methods of reading and writing found that pupils learning by a global-natural method make errors related more to reproductive aspects of information, whereas children taught by the phonic and syllabic methods made more errors of meaning. (Author/MSE)

Data from the Connecticut Longitudinal Study were used to compare two definitions of reading disability: a discrepancy-based model and a low reading achievement model. Children (n=415) satisfying each definition in second grade were compared retrospectively in kindergarten and prospectively in fifth guide. Findings suggest more similarities than…

This study of three groups of students from kindergarten through third grade found that students with learning disabilities or with low achievement did not differ significantly on social skills or behavior problems over time, though both groups demonstrated more behavior problems and lower social skills than the average/high achievement students.…

This study reexamines factor analyses from which A. J. Ayres claimed to have identified perceptual-motor factors found in the scores of children with learning disabilities but not normally learning children. The reappraisal finds no support for the claim, and as a result, no support for derived diagnostic procedures or remedial programs.…

Assessment of 60 children (ages 9-15) with learning disabilities resulted in a group with relatively intact visual planning and mental flexibility skills and a group clearly dysfunctional in these areas. Comparison of the two subtypes on measures of academic skills, visual memory, visual-motor integration, and motor speed indicated significant…

Social status of learning-disabled (LD) elementary students served by the Integrated Classroom Model was compared to that of LD elementary students in a regular class with resource room support. Results suggest that, although both groups had lower social status than nondisabled peers, ICM students blended into the classroom better. (Author/PB)

A study conducted two years after high school of 441 young adults with learning disabilities (LD) and 10,737 typical young adults found that individuals with LD reported lower graduation rates, were more likely to aspire to moderate or low-prestige occupations, and were more likely to be employed rather than in postsecondary programs. (Author/CR)

This study examined the utility of the Planning, Attention, Simultaneous, Successive (PASS) theory of intelligence as measured by the "Cognitive Assessment System" (CAS) for evaluation of children with attention-deficit/hyperactivity disorder (ADHD). The CAS scores of 51 Dutch children without ADHD were compared to the scores of a group…

The performance of learning disabled male elementary students in self-contained classes (N=35) and resource rooms (N=50) was compared on five diagnostic tests and factors of retention, chronological age, and behavior. Results indicated a difference only in the intelligence factor between the groups. (Authors)

A survey of 80 high school students with learning disabilities (LD) and 80 nondisabled (NLD) peers found that more LD students than NLD students were involved in transition programs; career goals were established by the majority of both groups; and twice as many NLD students as LD students wanted to go to college. (Author/JDD)

This study found that 74 high school students with learning disabilities were more likely than 85 nondisabled students to expect that a teenager trying to convince a peer to engage in misconduct would use simple, direct requests and were less likely to expect requests that minimized the possibility of getting caught. (JDD)

A study examined central auditory processing ability of 15 children with attention-deficit hyperactivity disorder (ADHD), 15 children with ADHD and learning disabilities (LD), and 15 controls. Results indicated lower central-auditory-processing ability and significant correlations between reading and ADHD and reading and…

A study of 86 college students with learning disabilities (LD) that received permission to substitute courses for a foreign language (FL) requirement found that there were no differences in cognitive and academic achievement among students with different levels of discrepancy, graduating grade point average (GPA), or college FL GPA. (Author/CR)

The purpose of this study was to determine the components of working memory (WM) that underlie less skilled readers' comprehension and word recognition difficulties. Performance of 3 less skilled reading subgroups--children with reading disabilities (RD) in both word recognition and comprehension; children with comprehension deficits only; and…