Recommendations for developing comprehensive programs for gifted learners based on the Richardson Study focus on administration, the process of discovering talent, program features, staff development, teacher support, and evaluation. The Pyramid model of program options is presented, and program implementation by four school districts is…

This article responds to criticisms made in the Ebmeier and Schmulbach study (EC 221 845) of the Scholastic Aptitude Test as used by talent search programs such as the Center for the Advancement of Academically Talented Youth (CTY). The history of CTY's uses of cutoff scores and alternative interpretations of statistics are discussed. (PB)

Research identifying sequential processing deficits in students with reading learning disabilities is discussed, and the research is related to the screening of preschoolers at risk for reading deficits, using the Kaufman Assessment Battery for Children. (Author/JDD)

Four successful Connecticut projects which nurtured the special abilities of gifted learning-disabled children are summarized. Case studies illustrate components of the programs crucial to their success. These components include development of alternate modes for thinking and communicating; unique identification strategies; highly motivating…

This response to a paper by Linda Siegel (EC221505) discusses research on the relationship between social skills and Intelligence Quotient or academic performance. The research indicates that it is erroneous to assume that Intelligence Quotient or academic achievement account for the social problems of children with learning disabilities. (JDD)

This commentary re-examines Linda Siegel's four basic assumptions (in EC221505) inherent in the Intelligence Quotient-achievement discrepancy commonly used to define learning disability. The commentary also discusses the uses of alternative measures of intelligence and the role of Intelligence Quotient in the identification of learning-disabled…

These concluding comments on the series of articles introduced by Linda Siegel's paper (EC221505) summarize the bases for disputing the utility of intelligence tests. The learning disabilities field's resistance to abandoning use of Intelligence Quotient tests is also acknowledged, and improved assessment measures and further research are called…

One school district's effort to develop a specialized reading program for students with dyslexia is described. Discussed are: guidelines for diagnosing dyslexics; primary characteristics of 12 youngsters identified as dyslexic; and recommendations for other school districts concerning definitions, screening, referral, and service delivery. (JDD)

A study of 373 students with suspected learning disabilities found that different measures for calculating discrepancies between aptitude and achievement and for measuring achievement resulted in relatively little agreement on appropriate classification. A second study, using computer-simulated data, provided a framework for generalizations to a…

The subjective judgment of observers was used to assess verbal creativity. Students, aged 5-10, told a story to accompany a picture series. Teachers rated the stories relative to one another. Interjudge reliability of the creativity measure was highly satisfactory. Two subsequent studies affirmed the results, with slightly lower interjudge…

Issues relating to the optometry school's provision of remedial instruction for students in academic difficulty are discussed, including the adequacy of admissions policies and criteria, student unawareness of the required level of commitment, early identification of academic difficulties, remedial program design, costs, and legal considerations.…

Investigates methods for the early detection of learning difficulties that were used in the screening of 788 kindergarten children. Of students in high risk groups, 25 percent failed to learn to read and write, but all students in the low risk groups could perform these activities. (RJC)

Examines developing mentor relationships and the association between mentor relationships and individual-organizational relationships. Indicates that many turning points occur later than proposed in broad-phase models of mentor relationship development. Finds that mentor relationships should not be assumed to benefit organizations. (SR)

Adults (N=153) with mild mental retardation attending a transitional vocational program were evaluated based upon the multiaxial criteria of the American Psychiatric Association's "Diagnostic and Statistical Manual." Fifty-three percent were diagnosed as meeting Axis I criteria, and 17.6 percent met criteria for an Axis II diagnosis, involving…

Conversations with state department representatives in four Midwestern states produced a discussion of trends and commentary on the status of state definitions of behavioral disorders/emotional disturbance, as well as identification practices and procedures. Among concerns expressed are the need to be more systematic in gathering behavioral data.…