Among findings of a study investigating the effects of labeling children as learning disabled (LD) or emotionally disturbed (ED) on the assessment by 128 Ss of four case studies was that behaviors of emotionally disturbed children were more disturbing and less accepted when they were thought to be exhibited by a LD child than by an ED child. (IM)

The guest editorial by W. Cruickshank criticizes as facile the assumption that the least restrictive environment for learning disabled children is a regular classroom. (GW)

Described is an instructional technique for teaching physically handicapped or learning disabled children to type. (GW)

Class hobbies such as coin collecting, stamp collecting and pen pal projects can accelerate the learning of teenaged slow learners. (GW)

Explained is a step-by-step approach for using chalkboard exercises to teach cursive writing to elementary level learning disabled students. (CL)

Modern Language Aptitude Test scores of regular students (N=244) enrolled in introductory foreign language classes were compared with their foreign language course performance. The fourth and fifth subtests predicted ability to learn a foreign language. Learning disabled (N=51) university students scored poorly on all five subtests. (DB)

Learning disabled students can make more effective use of computer assisted instruction if they incorporate four metacognitive strategies: (1) awareness of task goals, (2) knowledge of applicable learning strategies, (3) selection of appropriate learning strategies, and (4) self-monitoring. (DB)

Evaluation of attitudes of 20 learning handicapped and 20 nonhandicapped boys (grades 4, 5,and 6) toward microcomputers and working alone or in a dyad found positive attitudes toward working on the computer, and preference of handicapped subjects at pretest for working alone but preference at posttest for working with a partner. (Author/DB)

The position paper of the Division for Learning Disabilities of the Council for Exceptional Children proposes seven components (including the differentiation of learning disabilities from learning problems) of the final policy of the Office of Special Education and Rehabilitative Services concerning the Regular Education/Special Education…

The article uses case histories and anecdotes to describe the math difficulties of learning disabled children and to explain a variety of remedial therapies that match particular problems. (Author/DB)

In response to Hallahan et al, the authors suggest that variability in prevalence is a function of the methods used to examine prevalence differences and that the effect specific discrepancy criteria for learning disabilities have on the number of students identified is the critical issue. (Author/DB)

The use of both low structure and high structure teaching strategies is recommended for the teaching of reading to learning disabled children, with the goal of children becoming independent users of appropriate strategies. (Author/DB)

A recent study of reading instruction in 28 resource rooms designed for learning-disabled students is described. Program effectiveness was found to be determined by use of student time, method of instruction, and coordination between resource teachers and classroom teachers. Ways to use resource rooms more effectively are suggested. (MT)

A method for teaching sight words to elementary level learning disabled children is proposed which relies on input organization, a strategy in which teachers reorganize information into small, related units for instruction. Also included are sample word categories, results of the method's use, and recommendations for use. (DB)