Defines learning disabilities and describes a graduate program to prepare teachers and special service personnel to recognize and teach children with learning disabilities. (RT)

Results of study designed to compare diagnostic and prescriptive decisions of 90 reading specialists and teachers about a fourth grader experiencing reading difficulty found the Ss made very similar diagnostic and prescriptive decisions except for establishing the child's instructional reading level. Then reading specialists and LD and Title One…

Psycholinguistic insights relevant to diagnoses of reading difficulties are considered, and the importance of evaluating oral reading performance on significant word recognition errors rather than on total errors is emphasized. (CL)

Reviews common place-value errors in addition and subtraction and describes a classroom-tested instructional model using the diagnostic-prescriptive approach for remediation of these errors. The method is considered appropriate for introducing the concept of regrouping. (Author/DB)

The need for mathematics specialists, similar to those often supplied for elementary schools in music, art, and physical education, is promoted. Such specialists should have special training to diagnose learning patterns. (MP)

The article describes the Diagnostic Evaluation of Writing Skills (DEWS), a diagnostic teaching tool containing criteria of assessment to determine a student's deficiencies in reading and writing. (DLS)

Responding to critics of testing, the author presents an argument in its favor--that testing is one of the ways in which a teacher may gather information necessary for student monitoring and instructional decision-making. (SJL)

The article presents an interview with Heckelman, senior clinical psychologist with the Riverside County Califonia Children's Mental Health Department, on successful remediation of learning disabilities. Topics discussed include the relationship between success of remedial techniques and lateral dominance, the neurological impress method, the…

The article, the sixth in a series discussing specific tests of the Detroit Tests of Learning Aptitude (DTLA), deals with verbal opposites (word meanings in isolation) and verbal absurdities (word meanings in context). (DLS)

This paper stresses the importance of developing phonological awareness to foster reading skills in hearing and deaf learners. It reviews the research on stages in acquisition of phonological awareness and phonological awareness and deafness. Suggestions for phonological assessment of deaf students include use of formal and informal phonological…

Madison (Wisconsin) Area Technical College uses an individualized, multisensory, sequential approach to helping dyslexic people learn to read. Based on the Orton-Gillingham method, the approach emphasizes tactile/kinesthetic learning, helping students feel how sounds are made before reading and spelling them. (SK)

The article describes a data-based method by which teachers can differentiate motivational problems from learning problems and increase the academic performance of learners with mildly handicapping conditions. The method involves graphing work attempted and percentage correct, reinforcing work attempted, and analyzing performance data for…

The advantages of using interviews to diagnose children's needs are discussed. General interview strategies and specific questions for gaining insight into a student's understanding of the four operations are presented. (MNS)

This article describes the implementation in Brooklyn, New York, of the Diagnostic Testing and Prescriptive Instruction mathematics instruction model, which establishes the level of knowledge of each student and then offers instruction at the student's pace. Implementation involves teacher training, student selection, curriculum development, and…