This study was undertaken to measure the reading, writing, and numeration of 10 and 14 year-old students, and to collect information on teacher perceptions of the nature and extent of any learning difficulties experienced by individual students. A sample of 7,000 students was tested at each of the two age levels. Reading, writing numeration, and…

Research supported by U.S. Public Health Grant No. 293-60 to D.O. Hebb and Grant No. 298-3980 of the Medical Research Council of Canada to Virginia I. Douglas. Part of a PhD thesis submitted to McGill University (Friebergs, 1965).

The Chicago EARLY Program identifies and provides remediation for prekindergarten-age children who are considered likely to have school learning problems later. Consisting of an assessment and a corresponding curriculum, the program is designed for any preschool teacher to use as part of his or her regular program. The EARLY materials were first…

Two phenomena related to the quality of student responses in regard to items used in a testing situation are involved in the construction of a pupil response model. The underlying phenomenon which defines the individual's cognitive limits is termed the hypothetical cognitive structure (HCS). The second phenomenon, which is a function of not only…

The report--half of which consists of appendixes--describes a pilot project in London, Ontario (Canada) designed to examine the issues involved in including constant communication and cooperation between classroom teachers (CTs) and learning resource teachers (LRTs) as part of the remedial process for students with learning problems. A series of…

The paper reports on a 1 year followup study to establish the short term predictive validity of an early identification system used in London, Ontario (Canada) for kindergarten and first grade high risk students. Ratings of the students by the evaluation teams in January were compared with the students' actual placements as of the following…

Cognitive self-instructional (CSI) programs have been successful in improving problem-solving skills in many, but not all, children. The importance of understanding the influence of subject characteristics in self-control studies, while often ignored in actual research, has been repeatedly advocated verbally. This paper presents a study designed…

Regression lines for the prediction of Wide Range Achievement Test (WRAT) standard scores by Stanford-Binet Intelligence Scale scores were compared across race for matched groups of 60 black and 60 white children selected from among a large number of children who had been referred for psychological services by their classroom teachers. The white…

THIS STUDY SOUGHT TO DEVELOP A PUBLIC SCHOOL PROGRAM FOR BRAIN-INJURED CHILDREN OF AVERAGE OR LOW AVERAGE INTELLECTUAL POTENTIAL. THE OBJECTIVES WERE--(1) TO COLLECT CLINICAL TUTORING TECHNIQUES BEING USED, (2) TO CLASSIFY CLINICAL TUTORIAL METHODS IN A FRAMEWORK USEFUL FOR DEVELOPING TECHNIQUES FOR GROUP TEACHING, (3) TO ADOPT CLINICAL TUTORIAL…

THIS INTERIM REPORT COVERS ONE PHASE OF A BROADER PROGRAM AIMED AT STUDYING THE EFFECTS OF THREE EXPERIMENTAL MATHEMATICS PROGRAMS IN NINTH-GRADE ALGEBRA--BALL STATE, THE UNIVERSITY OF ILLINOIS COMMITTEE ON SCHOOL MATHEMATICS (UICSM), AND SCHOOL MATHEMATICS STUDY GROUP (SMSG)--ON THE ATTITUDES AND INTERESTS PUPILS DEVELOP TOWARD MATHEMATICS. THE…

PAPERS BY TWO SPEAKERS ARE PRESENTED, TOGETHER WITH BRIEF BIBLIOGRAPHIES (TOTALING 15 ITEMS) OF THEIR RECENT ARTICLES. "A PERSPECTIVE ON LEARNING DISABILITIES AND THE CONCEPT OF MOVEMENT EFFICIENCY" BY BARSCH, SURVEYS THE PROBLEM OF CLASSIFYING CHILDREN IN EDUCATIONAL PROGRAMS AND SUGGESTS THAT CLASSES FOR SPECIAL LEARNING DISABILITIES BE PART…

THE ROLE OF THE CLINICAL PSYCHOLOGIST AS A PSYCHOTHERAPIST WHO DEALS WITH THE EMOTIONAL AND LEARNING DIFFICULTIES OF COLLEGE STUDENTS IS DISCUSSED. PSYCHOTHERAPY IS PROVIDED AFTER AN EXTENSIVE PSYCHOLOGICAL EVALUATION WHICH INCLUDES THE ADMINISTRATION OF OTHER PROJECTIVE TESTS IS MADE. THIS EVALUATION PROVIDES THE PSYCHOLOGIST SOME INFORMATION ON…

This publication contains some of the papers and summaries of papers presented at the tenth conference of the Australian Science Education Research Association. Heading this collection are two invited papers by Peter J. Fensham and Colin Power which reflect the problems that confront science education researchers and which contemplate the future…