The author traces efforts to define and redefine learning disabilities (LD). The inclusion of children in LD classes who do not meet requirements of the definition is seen as a common yet dangerous practice. (CL)

Problems with restricting learning disabilities to a range of mild handicaps are noted and five areas of controversy affecting severely learning disabled students are addressed: definitions, student characteristics, identification criteria, educational methods and technology, and educational services. (CL)

Intake placement data were collected from the files of 1,966 students labeled and served as learning disabled in Child Service Demonstration Centers (CSDC) in 22 states. There appeared to be a lack of consistency in the characteristics of students labeled learning disabled. (Author)

This paper reviews ongoing research designed to specify the cognitive, behavioral, and neuroanatomical phenotypes of specific genetic etiologies of learning disability. The genetic disorders at the focus of the research include reading disability, neurofibromatosis type 1, Tourette syndrome, and fragile X syndrome. Implications for identifying…

A discriminant analysis of characteristics of students with behavioral disorders in three progressively more intensive placements indicated that age at time of diagnosis was the strongest discriminating variable contributing to placement outcomes. Younger, brighter students tended to be mainstreamed, and older students with more externalizing…

Concurrent and prospective correlations among reading, spelling, phonemic awareness, verbal memory, rapid serial naming, and IQ were examined in 19 students with reading disabilities and 36 controls at grades two and eight. The strongest predictors of reading disabilities were cognitive-linguistic measures, particularly rapid naming. (Author/CR)

Presents evidence to show variability across states in the use of the severe-emotional-disturbance designation for students and the frequency of comorbid and trimorbid cases being classified as learning disabled. Findings are presented from ongoing projects to illustrate differential profiles for comorbid children. (Author/CR)

Discusses the definition of dyslexia, reintroduces the concept of marker variables, proposes a strategy for developing an updated marker variable system, presents a preliminary working set of dyslexia marker variables, and calls for eventual adoption of this or similar marker variable systems to facilitate future research efforts. (Author/CR)

Evaluation of 357 students with either learning disability (LD), serious emotional disturbance (SED), or both (SED/LD), ages 6 to 18, found that children with LD differed from those with SED mainly in terms of severity of problem, not type of problem. Results suggest that students with both LD and SED are under-identified and underserved. (DB)

This brochure presents current knowledge and theories regarding the causes and treatment of dyslexia. Psychological, biological and educational factors thought to contribute to dyslexia are outlined, as are common approaches to treatment and long-term prospects for individuals with dyslexia. Efforts by the National Institute of Child Health and…

Current literature on identification and instructional remediation of subtypes of learning-disabled readers (LDR) are reviewed. Preliminary findings suggest that not all LDR children manifest the same oral language, memory, and perceptual deficits that impede decoding accuracy and efficiency and all do not respond equally well (or poorly) to the…

Teachers estimated the prevalence of emotional and learning disorders in 51,739 children aged 5 to 14 years in Vancouver City. A mean rate of identification of 8.2 percent of children in public schools was found. Boys preponderated substantially over girls except for those aged 14 years. (Author)

This article provides the American Psychiatric Association's definition of attention deficit disorder (ADD) and then gives an overview of ADD by considering the three types of ADD, the developmental impact of ADD, factors contributing to ADD, identification and assessment of students with ADD (emphasizing multimethod and consideration of…

A study examined relationships between reading fluency and comprehension by having 49 students (grades 3-4) orally read four passages with an incrementally increased percentage of scrambled words. A suggested criterion of approximately 50 words/minute was found using the mean fluency rate of the highest passage of demonstrated adequate…

This article presents examples of gifted children who have attention deficit hyperactivity disorder (ADHD) and discusses the difficulties in identifying these students. Characteristics of gifted students who have ADHD are listed, the link between creativity and ADHD is examined, and strategies for parents and educators are provided. (Contains…