Studied was the relationship of sex and race to the performance of 134 learning disabled and disadvantaged children on four subtests of the Wechsler Intelligence Scale for Children. (DB)

Research supported by funds from the University of Pittsburgh Learning Research and Development Center, Ford Foundation, and the U.S. Office of Education. (DS)

Recognition of the noncommunicative functions of language has implications for the study and treatment of children with language disorders. (Author)

The author maintains that regular and remedial classroom instruction involve application of the same basic principles, but that they differ in their focus on groups and individuals, respectively, and in the level and type of instruction for which they are designed. (GW)

Reported was a study of the effectiveness of a 40 week reading program using the Initial Teaching Alphabet with 10 male students (8 to 12 years of age) who exhibited auditory perceptual disturbances. (GW)

Investigated was the presence of perceptual or psycholinguistic immaturities in third grade students of normal intelligence (verbal IQ of at least 90) who were advanced or retarded in reading and spelling ability. (KW)

Compared was the effectiveness of two standard methods of teaching reading (perceptual training and phonics training) when used to teach remedial reading to learning disabled students. (KW)

Described are benefits and techniques of movement exploration, a nontraditional way of teaching physical education to students with attitudinal, emotional, and/or learning problems and to regular students. (KW)

Improved performance for students with learning disabilities may result from exemption from certain subjects or adaptation of teaching methods. Potential areas for needed educational change are indicated. (Author/AG)