Drawing on data from a large epidemiological study concerning the definition and identification of learning disabled (LD) adolescents, the article discusses whether LD adolescents, as they are being identified in the public schools, are different from other low achieving (LA) peers, and, if so, how they are different. (DLS)

Effectiveness of the MECCA program (Make Every Child Capable of Achieving--in which a learning disabilities specialist collaborates with a classroom teacher using a task analysis approach) was examined with 14 kindergarten age children in four MECCA classes, 17 children in four referral classes, and 37 controls. (SBH)

Token reinforcement and remedial feedback were made contingent upon writing correct sentences containing prenominal adjectives only, then adverbs only, then prenominal adjectives plus adverbs. When the instructional package was implemented, all Ss demonstrated significant increases in response rate, accuracy, and percentage of correct sentences,…

The fears of 133 7- to 19-year-old boys and girls classified as educable mentally retarded, trainable mentally retarded, and specific learning disabled were assessed through self-report data and compared with those of 106 normal children ages 6 to 12. (CM)

This article reports a study conducted with fourteen learning-disabled elementary students to determine the growth of achievement and conservation abilities after using the "Sink or Float" unit of the Elementary Science Study. (MK)

The article describes a beginning reading program that was planned and implemented by an interdisciplinary team for 14 first-grade language-handicapped children. (DLS)

Provides the elementary school counselor with a knowledge base in the reading and reading disability areas. The discussion on reading highlights four major areas with which the elementary school counselor should be familiar: definition of reading, proliferation of terms, reading skills assessment, and reading disability. (Author)

The usefulness of the picture story language test (PSLT) as a standardized assessment procedure that would discriminate between 124 nonlearning-disabled and 85 learning-disabled (LD) elementary school students was studied. It was concluded that the PSLT does not allow for an accurate and complete diagnostic appraisal. (Author/PHR)

The article reviews the literature on the quantification of achievement-aptitude differences in learning disabled students, outlines and discusses criteria for new and more adequate procedures, and presents step-by-step procedures that can be routinely followed. (Author/DLS)

Among the findings was that the factor structure of learning disabled children on the Wechsler Intelligence Scale for Children-Revised was somewhat more fractionated and complex than for normals, but not as complex as for reading disabled children. (Author/DLS)

Eight learning disabled boys (10 to 12 years old) who were seriously deficient in both their oral reading and comprehension performances participated in the study which investigated, through an applied behavior analysis model, the interrelationships of three reading variables--correct oral reading rates, error oral reading rates, and percentage of…

The use of teacher praise contingent upon pupil correct responses was compared wih teacher modeling of words erred. The results clearly indicated that manipulation of reinforcement schedules was the more effective approach for the two Ss examined. (Author/DLS)

The usefulness of the Myklebust Pupil Rating Scale (PRS) in diagnosing learning disabilities was studied in 516 third- and fourth-grade school children. It was concluded that the PRS is stable across populations and over time, and that no single subscale was sufficient to predict the total score. (PHR)

The author reviews past struggles over professional identity issues between speech therapists and learning disabilities (LD) teachers and current problems between reading teachers, occupational therapists, and LD teachers. (CL)

The conclusion that learning disabled children have a deficit in perceptual organization is not accepted because of two major methodological problems. Dean refutes this criticism showing that learning disabled children have a perceptual organization deficit when compared with emotionally disturbed children. (Author/BEF)