Examined with 63 educationally handicapped (EH) students (6-l4 years old) was the effect on academic gains of special class placement, consisting of a self-contained EH class on the elementary level or a learning disabilities group on the elementary, junior high, or high school level. Analyses of data from the Ss' district records provided…

Learning disabled students in a 2 year community college received specialized instruction and practice in reading, writing, speaking, mathematics, and study skills. Pre- and posttest scores on the Wechsler Adult Intelligence Scale-Revised, the Wide Range Achievement Test, and the Peabody Individual Achievement Test revealed significant increases…

Research on the effect of teacher expectations on student performance is considered as it relates to the reading teacher. (SBH)

The effect of 1 or 2 year special class placement on academic achievement and intellectual functioning of 28 learning disabled children (8 to 11 years old) was investigated. The number of years in a self-contained class significantly affected arithmetic achievement. (Author)

Investigated was the relationship between academic achievement and self concept with a total of 37 learning disabled (LD) children (between the ages of 8 and 14 years) of whom 19 were enrolled in self contained special classes and 18 were receiving services from resource teachers. Ss were administered the Primary Self Concept Inventory and the…

Ten mainstreamed learning disabled high school students received treatment with an informal assessment and an educational plan. Analysis of pre and post tests (Peabody Individual Achievement Test, Revised Piers-Harris Self-Concept Scale, and Teacher Perception Survey) indicated that Ss performed better on achievement tests, were enrolled in more…

Describes the successful team-teaching model used to combat learning disabilities in Iowa City (Iowa) secondary schools. Regular and special education teachers work together with selected students in traditional classroom settings. The model promotes improvements in students' self-concepts, absence rates, and academic achievement, as well as in…

Two Israeli studies compared a total of 108 elementary or high school students with mild learning disabilities placed in either self-contained or regular classes. The studies found no evidence that student growth was greater in the self-contained class, although these students did tend to have a higher academic self-concept. (Author/DB)

A norm referenced model was used to evaluate the relative effectiveness of intervention efforts with 3,896 learning disabled elementary and secondary school children. Ss were tested on the Wide Range Achievement Test. Significant growth was observed in students from resource and self contained classrooms. Gains did not appear to vary with the…

The Learning Disabled/Emotionally Handicapped (LD/EH) Program in the Phoenix Union High School District served 2,413 students during 1980-81 with either a resource or self contained program. The ethnic distribution of LD students was consistent with the overall District ratio. In the EH program, however, there were more Anglo and Native Americans…

This is the final report of a Calcasieu (Louisiana) Title III project which provided 14 special classes for 297 elementary grade children with learning difficulties over a 2-year period. Project objectives included reducing the number of children scoring poorly on reading, arithmetic, and spelling achievement tests, and increasing the holding…

The 5-year followup study of the first 177 students, ages 6 to 12 years, who were enrolled in a public school program of special classes for the learning disabled (LD) sought to define factors contributing to the learning problems and affecting the students' progress or lack of it in the special classes. LD students included those whose disability…

Sixteen students with learning disabilities in junior high special education classrooms were given instruction in science, with levels of teacher enthusiasm manipulated. Results suggest that more enthusiastic presentations resulted in significantly higher academic achievement and lower levels of off-task behavior. (Author/JDD)

A questionnaire was developed to assess how parents of a learning disabled child viewed (1) their relationship with school personnel, (2) their child's academic and social progress, and (3) integrated programs involving handicapped and nonhandicapped students. (Author/CL)

The academic progress and self-concept of North York (Ontario, Canada) learning-disabled and educable retarded students were studied, with particular reference to the effectiveness of placement in mixed exceptionality versus single exceptionality programs. Information was gathered from the published special education literature, students' files,…