Suggests that once major behavioral problems have been solved, the teacher should concentrate on the specific learning problems of each child. This paper is a revised version of a paper presented at the Annual Meeting of the American Association of Psychiatric Clinics for Children, November 9, 1968, New York. (NH)

The author proposes two theoretical constructs from cognitive psychology planning and limited central processing to aid understanding of the complexity and inefficiences in study performance of learning disabled (LD) children due to memory problems. Applies the constructs to memory development and instruction and provides recommendations for…

Direct instruction refers to an instructional pattern that stresses teacher directiveness, academic focus, and structured, sequential learning activities. The present study investigated the effectiveness of direct instruction with learning disabled children. (Author/BW)

The authors describe a developmental approach for teaching expressive writing skills to learning disabled adolescents. General guidelines for remediation are outlined, and activities useful in a developmental writing approach are listed. (SW)

Ways in which teachers can help adolescent learning disabled students develop for bypassing obstacles created by their learning problems include selecting relevant materials, expressing acceptance, teaching basic study skills, using calculators and abacuses for math instruction, and allowing tape recorders for language arts activities. (CL)

Reading disabled children were given direct instruction on a medial vowel sound, practice on monosyllabic words containing the sound, and specific transfer training on nonsense syllables. Word attack strategy was varied for the five treatment groups. The initial bigram strategy yielded significantly better performance on transfer words. (Author/BW)

Preskills and strategy training were shown to be effective in helping four eight- to nine-year-old learning disabled children acquire basic multiplication and division skills. (Author)

In Part 2 of a two-part article individual educational program objectives are applied to nonverbal communication areas as follows: proxemics, or the use of distance, spatial arrangements, and territories; vocalics, or the use of prosodic, paralinguistic, or nonlinguistic features; and artifactual cues involving clothing and cosmetics. (Author/SBH)

The article explores attribution theory and the concept of learned helplessness in teaching learning disabled individuals. Suggestions are given for areas of future research with learning disabled populations. The discussion includes current teaching techniques which may be related to the self regulatory behaviors and perception of personal…

The School Survival Skills Curriculum, a comprehensive social skills curriculum, is described and some general recommendations for successful social skills training are offered. (DLS)

The article discusses the use of logic in the classroom with educationally handicapped (emotionally disturbed, learning disabled, and mentally retarded) children. (DLS)

Presented in this article are various strategies for integrating learning disabled children into academic programs. Suggestions are made in the areas of mathematics, classroom environment, social studies, and science. (EB)