Results indicated that socially unskilled, learning disabled children (8 to 10 years old) can be taught to respond appropriately to role-play situations. However, improved performance did not generalize to the natural school setting and treatment did not affect ratings of peer acceptance. (Author)

Describes a study which investigated how much teachers of children with severe learning disabilities alter their grammatical complexity, sentence length, and vocabulary to match the developmental level of their students. (AM)

Describes a study that determined the appropriateness of using the Myklebust Learning Quotient Method of identifying learning disabilities in one school district. (FL)

Provides information about learning disabilities for the developmental educator. Discusses the multidisciplinary nature of its definition, the middle-class orientation of the movement, and the instructional methods and programs available for adolescents. Encourages the development of postsecondary programs geared to individual student needs. (CAM)

Examines the literature concerning the use of drugs to treat hyperactive children, the effects of these drugs upon the children's performance in the classroom, and the role of the teacher in drug treatment. IFL)

The author describes a technique, a visual spelling approach, which has been used successfully with learning disabled students who demonstrate poor auditory discrimination but who have good visual skills. (SW)

A discussion of the effects of lack of congruency between children's language and the written language of reading materials is presented in relation to reading problems of learning disabled students. The premise that written language is simply "talk written down" is challenged. (Author)

Questionnaires completed by 223 elementary and secondary learning disability teachers were analyzed for information about teachers' perceptions of the incidence and characteristics of severely learning disabled (SLD) and mild to moderately learning disabled (MLD) students. Findings showed that SLD and MLD groups differed significantly on 40 of 44…

Two articles contain the case studies of a gifted learning disabled elementary-age student and of a gifted dyslexic adult. (SB)

The validity and usefulness of learning disabilities diagnoses have not been demonstrated. Identifying adult basic education students as learning disabled is not only unjustified but serves to confound understanding and remediation of their problems. (Author/JOW)

The author contends that, while visual defects should not be confused with defects in visual perception, the identification and treatment of visual problems is an important element in the diagnosis and remediation of learning disabilities. (Author)

Describes a study of gist recall in language impaired children. Stories were read to groups of normal and language impaired children and oral recall was requested immediately. The groups differed primarily in the amount of accurate recall. It seems that language impaired children are deficient in recall for material within their linguistic grasp.…

Presents a case-study showing the importance of music education to an 11-year-old with learning disabilities. The boy had not received any music training in special education classes. During a summer arts enrichment program, an instructor discovered his musical ability. Later, a school music teacher found he was musically gifted. (AM)

Emphasizes the seriousness of language play, especially when it is used in classrooms that contain students with learning disabilities. (RL)

Effects of cooperative and individualistic instruction on interpersonal attraction between handicapped and nonhandicapped students were compared. Results indicated cooperative learning experiences promote more cross-handicapped interaction during instruction, more cross-handicap friendships, and more cross-handicap interaction during…