Sources of variability in identification of children for learning disabilities include teacher bias, peer tolerance, socioeconomic status, and assessment variability. Implications of these variables for research design and sampling are noted. (CL)

The article reviews the origins of the intelligence testing movement in the U.S., discusses the difficulties inherent in measuring intelligence, and considers alternatives to current LD identification procedures. (CL)

Several criteria are proposed for determining and communicating screening results. These criteria provide a context for judging prediction accuracy. It is argued that accuracy of prediction is of little value and cannot be considered sufficient unless the predictions lead to better educational opportunities for the students about whom they are…

The paper explores several issues which effect the accurate assessment of language and reading disorders and, thus, of discrepancy between expected potential and actual achievement. For related information see EC 132 758-768. (Author)

The article reviews the literature on the quantification of achievement-aptitude differences in learning disabled students, outlines and discusses criteria for new and more adequate procedures, and presents step-by-step procedures that can be routinely followed. (Author/DLS)

Focus is on a conceptualization of initial assessment and consultation, the problem-solving paradigm as a framework for guiding this activity, and a description of procedures and initial data from a demonstration program. (Author/DLS)

Aspects considered include cognitive and social development, the preschool prediction of learning disabilities, patterns of environmental processes in learning disabilities and mental retardation, environmental disadvantages, and biological determinants. (Author/DLS)

The paper argues that the criterion form-referenced (CFR) concept contradicts the philosophy and definition of mainstreaming, whereas a cognitive conceptualization constitutes a more appropriate framework for designing and assessing mainstreaming. Learning from a cognitive perspective that emphasizes self-regulation is reviewed. Specific examples…

The article suggests two notetaking formats for learning disabled adolescents, as well as general instructional guidelines for notetaking. Since notetaking is not a singular process, it must be coordinated with other areas such as listening and study/test-taking strategies. Finally, notetaking is viewed as an individualized, active process on the…

The authors view microcomputers as an important but as yet limited instructional technology. Guidelines are offered for deciding when and how computer assisted instruction should be used, emphasizing the teacher's role as decision maker and instructional manager. (Author/CL)

The article reviews published investigations of social status among learning disabled children, adolescents, and adults. Results indicate that, contrary to prevailing assumptions, not all learning disabled persons are held in low esteem by their teachers, parents, and peers. In fact, some learning disabled students are popular. (Author/CL)

The author introduces 10 articles on language arts and learning disabilities (LD) and presents evidence for her contention that reading should be viewed within the context of a general model of language. For related information see EC 132 759-768. (CL)

A report from the Council for Learning Disabilities Research Committee is presented on standards for the descriptions of people with learning disabilities in research reports. Updated guidelines for describing participants are provided for small-sample and large-group research. Suggestions are made for promoting compliance with the minimum…

The paper delineates three observable and measurable variables in the regular classroom (response opportunity, teacher-student interaction, and social acceptance) which the placement team can use to make the initial placement decision and to evaluate educational progress in the future for learning disabled students. (Author)

The authors cite the need for six types of activities in secondary special education: (1) occupational awareness, exploration, and basic work experience; (2) in-depth career/vocational assessment; (3) instruction in job-related academic skills; (4) instruction in job-related interpersonal skills; (5) support services to other disciplines; and (6)…