The Chidley Educational Center, Perth, Western Australia, provides a short term residential environment for 40 children (6-13 years old) with learning disabilities. The children served by the center are admitted because they have limited access, for geographic reasons, to other specialist help. The center's approach is based on the diagnostic…

The theoretical base and practical operation of the Learning Lab, a diagnostic teaching approach with learning disabled students, are described. The program's philosophy is said to be based on child developmental-interactional principles in an integrated intervention approach. The program is explained to feature one-to-one tutorial work, training…

Presented is an annotated bibliography with approximately 65 citations (1974-1976) on teaching methods and curricula for learning disabled students. Information is explained to have been drawn from volume eight of Exceptional Child Education Resources. Entries are arranged according to accession number, and usually include information on author,…

Pointed out are issues seen as unresolved in the implementation of diagnostic prescriptive teaching methods with learning disabled children. Questioned are the cost effectiveness of the clinical diagnostic process, practical limits of task analysis, and the failure to consider the child's total ecology or life space as a possible cause of the…

Sixty-six references selected from Exceptional Child Education Abstracts are included in the annotated bibliography on diagnostic teaching, one in a series of over 50 similar listings dealing with handicapped and gifted children. For each entry, bibliographic data, availability information, indexing and retrieval descriptors, and an abstract are…

In response to J. Lerner's paper (EC 081 334) on differences between the fields of reading and learning disabilities, the author stresses the importance of a developmental view of reading based on the theories and findings of J. Piaget. (DB)

An instructional-based model for evaluating learning disabled students focuses on the child's response to teaching rather than to testing. Observation and analysis of response to regular classroom teaching strategies form the basis of an assessment which yields results that are more readily translatable into practical remedial methods. (Author/CL)

While the normative frame of reference is adequate for diagnosis, a behavioral approach may be more suited to the prescriptive phase of assessment. The behavioral frame of reference is described and its relevance to prescriptive assessment is discussed. (Author)

Offered for the clinical teacher in training or reading specialists in elementary schools is the Pupil Profile of Reading Skills, intended for assessment of 110 specific factors related to the reading process and for translation of objectives into daily tasks. (MC)

A compilation of 16 abstracts and their descriptive terms pertaining to educational diagnosis and diagnostic teaching includes a subject and author index. Information is provided on using the information and on purchasing available documents individually or the document as a whole. (JM)

The author describes a diagnostic-prescriptive approach in which teachers use observation skills to identify visual, auditory, and behavioral deficits in learning disabled students. Teachers are advised to ask themselves seven questions, including whether a real learning disability exists; where the student is currently functioning in reading,…

The article suggests use of a miscue analysis of mathematics problems in children with learning difficulties. Analysis of errors, past learning, and monitoring of progress are illustrated with a case study of a 10-year-old British learning disabled boy. (DB)