Learning disabilities are a health threat because they prevent a state of complete physical, mental, and social well-being, and they should be treated with a variety of remedial strategies reflecting their multiple causes. (MB)

Examines referral information for 269 learning disabled students in grades one through five. Referral reasons were classified as academic, behavior, and academic and behavior and were analyzed according to particular concern (e.g., reading deficits, attentional problems, etc.). The majority of students were referred for either academic or both…

Evaluation of the relationship between hyperactivity and learning difficulties in 1,593 Australian elementary students indicated twice as many males as females with learning difficulties; 11% of the sample were hyperactive; 41% of the subjects with learning difficulties were also hyperactive; and 3.2% of all subjects had both hyperactivity and…

The article examines reasons for over-referral of language minority students for learning disabilities placement including misinterpretation of problem behaviors stemming from linguistic or cultural differences and stresses the importance of documenting prior interventions to distinguish differences from handicapping conditions. (DB)

The study applied a standard-score and regression-analysis procedure to achievement-potential discrepancy data for new learning disability placements of about 90 (LD) learning disabled students. Results indicated that only two-thirds of the initially placed students exhibited a severe discrepancy suggesting the frequent placement of slow learners…

Problem-behavior rating scale data on elementary-aged learning disabled and normal boys were factor analyzed. Somewhat different factors were identified for normal and learning disabled groups. Implications of the findings for hyperactivity as distinct from other conduct problems and for classifying youngsters' behavior and emotional problems are…

The article analyzes research used to support the notion of selective attention deficits in learning disabled children. Conceptual and methodological issues involved are explored, indicating that evidence of selective attention deficits are at best inconclusive and that using these findings as the basis for classification and intervention is…

The problem of choosing educational and psychological tests to identify students with learning disabilities is discussed within a cost-efficiency framework. An efficiency index for estimating the classification accuracy of tests is presented and the use of expert judgment and the cost-effectiveness ratio is demonstrated with a numerical example.…

Four primary issues are covered: the role of different measurement models in disparities of LD children serviced across states, types of students served as LD but not actually LD, components of severe discrepancies between aptitude and achievement, and state of the art in evaluating LD students. (CL)

The article posits that emotionally disturbed (ED) children routinely are diagnosed as learning disabled (LD), a situation deriving from diagnostic problems and inadequacies of definitions. Among suggestions made for special educators are knowing ED and LD definitions, and becoming assertive as evaluation team members. (MC)

Data from reports of the federally funded Child Service Demonstration Centers (CSDCs) are said to show that only three CSDCs adhered to all criteria in the federal definition of learning disabilities. The author suggests that LD should be adopted as a generic term for all mild handicaps. (CL)

Study evaluated sensitivity of two independent rapid naming tests--Naming Pictured Objects and Producing Names on Confrontation--in differentiating 16 children (7 and 8 years old) with language and learning disabilities from 16 age peers with normal language development and academic achievement. The interrelationship between total naming time and…

The investigation explored the use of R. Cattell's ability traits (fluid and crystallized intelligence, visualization, and fluency) as a method of comparing 45 normal, learning disabled (LD), or educable mentally retarded (EMR) children (ages 7 to 9). (Author/PHR)

Three aspects of the learning strategies model are discussed: its philosophy (that intervention should be based on principles of cognitive psychology and learning); its major components (including identification, decision making, and cooperative planning); and its application to a 15-year-old LD student. (CL)

This article addresses the proposal of Shaw and others (1995) to replace the current federal definition of learning disabilities with an operationalized version proposed by the National Joint Committee on Learning Disabilities in the reauthorization of the Individuals with Disabilities Education Act. Comparison of Shaw's recommendations with…