Discussed is the role of the elementary assistance teacher, who is charged with assisting any elementary school child with learning problems. (DLS)

This paper analyses three well-known paradoxes to show how mathematical statements can cause mental disharmony. The outcome forms a basis for a psychological theory of confusion in mathematics learning which has important implications for classroom practice and curriculum innovation. (Author/MN)

Decay and interference contribute to the short-term forgetting of retarded adolescents. (RL)

Discusses student difficulties in understanding the concept of chemical equilibrium. (SL)

Describes group therapy techniques involving the whole family of a child with a behavior or learning difficulty. A direct question approach is used, with major responsibility for behavior change placed upon the family. The therapist's role is minimized and the influence of parent expectation on child behavior stressed. (BF)

The efficiency of several visual and auditory predictors of the Metropolitan Readiness Test was examined utilizing 106 grade 1 subjects considered by their teachers to show learning difficulties. (Author/JC)

Considers the causes of retardation in educational achievement and the consequent need for appropriately qualified teachers to provide and advise on suitable remediation programs. (Editor/RK)

This study describes the procedures and the results of an investigation of the homogeneity of the subscales of the Rhode Island Pupil Identification Scale, a pupil behavior-observation scale for use by teachers for detecting young children with learning problems. (Author)

The paper deals with the contribution of empirical psychology to the problems of instruction and proposes a conceptual framework to promote helpful interactions between experimenters and teachers of children with learning difficulties. Both groups share a common concern, the definition of tasks by testing instructions in action. (Author/DB)

Sixth grade students (N=8) identified as poor spellers significantly benefited from remedial instruction involving structural word analysis and self-questioning strategy, suggesting that effective spelling instruction involves conveying knowledge of phonics and the linguistic structure of words (domain specific knowledge) and knowledge of spelling…

Use of building-level teacher assistance teams (TATs) to provide suggested alternative instructional strategies and support services to regular teachers with problem learners prior to referral to special education is discussed in terms of relationship to special education, purposes, organization and operation, staff training, attitudinal issues,…

A new partnership between special education and regular education is advocated to address obstacles interfering with effective instruction for handicapped children. School psychologists must shift to a proactive position of preventing learning and instructional problems. Children must receive the best instruction and services possible within the…

In a school district of 54,000 students, 106 students were identified as having unilateral hearing loss. A review of their academic performance provided evidence that a unilateral hearing loss can place a child at risk for academic failure, especially when in the severe-to-profound range and/or involving the right ear. (Author/VW)

Reports the findings of programmatic research on the perceived seriousness of communication barriers to learning across five pedagogies, which uncovered a generalized ordering of specific concerns as well as dimensionality of learning barriers. Suggests that pedagogical research bound by discipline or university may be more generalizable than…