To assess a child's readiness to integrate, a "competency based assessment" is described. Here, the standards of a particular regular class are measured and the handicapped child's competencies are compared to those standards. (Author)

A survey of the field of learning disabilities is presented and applied to adults. A review of diagnostic tests reveals concentrated knowledge about learning disabled children and adolescents, and a scarcity of knowledge on adult populations. Pertinent areas for research are proposed for learning disability specialists and adult educators.…

Inter-rater reliability of the Goodenough-Harris and McCarthy Draw-A-Child scoring systems was examined for a sample of 60 children, including 20 school-labeled learning disabled, 20 mentally retarded, and 20 normal children between the ages of six and eight-and-one-half years. (Author)

Various approaches to research about reading disablities are described in historical perspective. The development of reading diagnosis is discussed in terms of: (1) a shift from a medical to an educational concern; (2) the use of standardized tests; (3) the movement in diagnosis from psychological laboratories to the classroom; and (4) the use of…

The article reviews issues regarding the role of attention in reading problems manifested by learning disabled students. Characteristics of attention (including arousal, alertness, vigilance, selective attention, and capacity) are considered. (CL)

While conceptualizations of learning disabilities vary between brain deficit and brain difference, teachers, counselors, and clinicians should consider the degree and nature of the match that exists between the child's abilities and both the classroom methods and materials. (Author)

A cognitive theory of readiness is offered as a possible explanation of the learning problems of learning or reading disabled secondary students. A discussion of the implications of the theory for secondary content area reading is included along with a model for implementation of the readiness components. For related information see EC 132…

Results showed that LD Ss scored significantly lower than normal Ss on most written expression abilities, expecially in the mechanical tasks of spelling, punctuation, and word usage. For related information see EC 132 758-768. (Author)

The results are discussed as support for the proposition that use of direct instruction procedures is a successful means of overcoming the learning difficulties of children considered LD. For related information see EC 132 758-768. (Author)

The article presents an approach to informal assessment of written expression which allows the teacher to determine the skills acquired and correctly used by the student, the skills needing remediation, and the skills to be introduced. For related information see EC 132 758-767. (Author)

The article defines the characteristics of a learning disabled reader and provides brief summaries of eight special education reading programs (such as the Fernald Method and the Distar Program). (PHR)

The study involving 60 learning disabled students (5-15 years old) was designed to determine whether delays in applying for psychoeducational evaluation result from the different ways parents and teachers perceive children and from their inability to communicate with each other. (SBH)

The physical environment of the learning disabilities classroom is an important factor in shaping student attitudes toward learning and toward themselves. Five dimensions to consider in analyzing a classroom include visual signs, auditory messages, kinesthetic input, tactile input, and awareness of time (i.e., seasons, current events, and student…

Memory tasks administered individually to grade 1 and grade 4 good (N=20) and poor (N=29) spellers were scored for both gross and ordered sequential recall. Good spellers had higher threshold scores in gross memory rather than specifically superior sequential memory. (Author)

In general the LD-B1 families (in which the learning disabled child was first-born) were found to be under the greatest stress, and maternal expectations were more likely to be inconsistent between the two children, with the mother underestimating the first-born learning disabled child's abilities and overestimating the normal second-born.…