The purpose of this study was to explore the relationships among (1) special education teachers' knowledge for teaching reading fluency, (2) the specific instructional practices they used in fluency instruction, and (3) gains of students with specific learning disabilities (SLD) on a performance measure of oral reading fluency (ORF). Analyses…

Tests of the validity of the Wechsler Intelligence Scale for Children Third Edition Arithmetic, Coding, Information, and Digit Span (ACID) profile among 612 students with learning disabilities revealed that the ACID profile does not efficiently separate children with disabilities from those without disabilities. No ACID cutting score significantly…

Ability, emotional, personality, and task variables interact to influence the performance of learning disabled children on academic tasks. Analysis of the learning-teaching style that produces optimum student response will help in determining the best teaching method. (CJ)

A 2-year study of 25 learning-disabled children (ages 8-14) found that intelligence quotient had no relationship to learning ability in a remedial program. Self-concept predicted patterns of successful achievement in spelling, arithmetic, and written language but not in visual word recognition. (Author/JDD)

This study sought to determine if eight selected variables would discriminate between the remediated reading group and the not-remediated reading group of 1,224 learning disabled children involved in an individualized diagnostic reading program, in grades one to six. The Slosson Intelligence Test was administered prior to placement in the program.…

The role of maternal behavior and family constellation factors as predictors of social competence was investigated with 17 learning disabled children (mean age 10 years) and their mothers. Journal availability: see EC 112 927. (DLS)

Demographic and perception data were collected from 63 teachers (grades 1-5) to determine the effect of sociocultural variables on teachers' perceptions of classroom behavior, management, and referral tendencies. Teachers' perceptions of a learning disability, educational level, grade level, instructional practices, and prereferral intervention…

The investigation explored the possibility of predicting self-concept among 147 learning-disabled children (ages 7 to 13) on the bases of several combinations of predictor variables. The combinations of word knowledge performance, math performance, and family socioeconomic status (SES) significantly predicted self-concept. (Author/PHR)

Off-line metacognition (prediction and evaluation) was assessed in 437 children (grades 2-3) with or without learning disabilities. Off-line metacognitive scores of children with reading disabilities were comparable to those of age-matched typical peers. Significantly lower prediction and evaluation scores were found for children with specific or…

The study hypothesized that scatter analysis of the three subtest scale scores on the Meeting Street School Screening Test (gross motor patterning, visual-perceptual-motor, and language) given at the beginning of first grade would prove to be a more accurate predictor of future placement in a learning disabilities program than the cut-off total…

Explores the effects of different rates of classroom participation on the peer ratings of three student groups: students with learning disabilities; low-achieving nondisabled students; and average- and high-achieving students. Results suggested that, as the rate of classroom participation decreased, ratings tended to diverge increasingly from…

A study that investigated the relationships between exposure to lead and memory and attention in 313 boys (ages 9-12) in special-education schools in the Netherlands found blood-lead levels were higher in children with lower socioeconomic status and those with more hand-to-mouth behavior but did not influence cognitive factors. (Author/CR)

This study examined the extent to which learning disabled students scored poorly on a reading readiness test administered when they entered school, the incidence of undiagnosed oral language deficits among these learning disabled children, and the predictive relationships between reading readiness skills and components of oral language. (Author/MV)

Investigated the test performance of learning disabled and emotionally impaired children to aid in identification and differentiation of the two groups. A cut off score on the WISC-R, WRAT, and MPD was established that significantly separated the groups. The best predictors of achievement varied for the two groups. (JAC)

Children referred for evaluation of learning impairment (n=100) and 243 typical children were evaluated on a visual filtering task. With each additional processing demand, response times increased disproportionately for children with learning impairments. Overall response time predicted academic skills and cognitive ability, but was more strongly…