The processing of a transitivity task by 7-, 9-, 11-, and 13-year-old learning disabled children was studied. All Ss, regardless of age, received highest scores on tasks involving linguistic input. There was no evidence of a developmental shift from spatial into linguistic reasoning. (Author/SEW)

In a task designed to separate perceptual processes from memory, reading-disabled 12-year-olds showed no perceptual deficits as compared to their peers. However, they exhibited major deficiencies in memory skills, appearing to suffer from a basic information-processing deficiency. (Author/CS)

The fourth of five volumes (and the third of four curriculum guides) in the Project Teach 'n' Reach series presents curriculum suggestions to help regular classroom teachers teach nondisabled students about learning handicaps. The developmentally disabled are considered in terms of anatomical structures of the brain, etiology, definition, sensory…

Discussed is use of the trampoline to remediate perceptual handicaps in learning disabled children. (DB)

The structure and function of the nervous system as it puts us into contact with our environment is described. Section 1 presents a detailed discussion of the structure of the brain, drawing an analogy to a computer, and discusses the sensory input function. The transport system is then explained in a description of the transmission of sensory…

A longitudinal study of 120 children through grades one to six was undertaken. The present study focused on the intermediate grades (four through six). The goals were to explore the relationships among perceptual processing ability development, articulatory accuracy, intelligence, and academic achievement. The assessment battery consisted of an…

Significant events in this field include the learning disabilities movement, diagnosis and prescription, attempts at early detection, and international comparisons. (MKM)

Critiqued are five reviews of research puporting to examine the effectiveness of perceptual training in the improvement of reading. (DB)

Compared was the effectiveness of two standard methods of teaching reading (perceptual training and phonics training) when used to teach remedial reading to learning disabled students. (KW)

The conclusion that learning disabled children have a deficit in perceptual organization is not accepted because of two major methodological problems. Dean refutes this criticism showing that learning disabled children have a perceptual organization deficit when compared with emotionally disturbed children. (Author/BEF)