Replies to criticism of work at Minnesota Institute for learning disabilities. Suggests that the work (what is known) in LD reflects the state of practice (what is done). Suggests the LD population is not clearly defined, and research does not indicate that LD children require interventions unique to their category. (Author/CL)

Researchers, policymakers, and teacher trainers, identified as being on the "cutting edge" of research and programing in learning disabilities, responded to surveys in 1975 and 1981. The "experts" generally endorsed learning disabilities as viable classifications and asserted that they are identifiable by specific symptoms or syndrome of symptoms.…

The author reviews the controversy over definitions of learning disabilities and posits two "givens" in any defintion of the condition: that all learning is neurological, and that learning is conditioning. He proposes a definition based on neuropsychological dysfunction which can be translated into an educational regimen. (CL)

Findings involving 88 learning disabled students (K-6) revealed that self-esteem appeared to contribute to the significant, negative relationship between scores on the general information subtest of the Peabody Individual Achievement Test and anxiety for the total group and for males. (Author/CL)

The article reviews the physiological studies (excluding electrocortical and electroencephalographic literature) that have been done on nonhyperactive learning disabled (LD) youngsters. The evidence reviewed indicates some degree of attentional deficit in LD children but does not necessarily imply brain damage or brain dysfunction. (Author/CL)

The authors suggest that students with learning disabilities can profit from instruction via microcomputers. However, adaptation of the keyboard design, promotions of higher interaction levels, and emphasis on an auditory link may be necessary. The PLATO system allows auditory presentation of instructions and feedback and response via a…

Five paraprofessionals (students of special education and psychology) worked with families of learning disabled (LD) children to promote better communication, help family members deal with each other, help the LD child express himself or herself, and act as mediator between the schools and parents. (CL)

A mother describes her experiences with her learning disabled, dyslexic child. She notes that no tests measure his strengths--his humor, sensitivities, and enthusiasm. She recounts her efforts to answer his questions about his problems and the pain of watching him be socially abused by other children. (CL)

Recommendations for adapting instruction for learning disabled high schoolers can be made to regular teachers according to a four-part format: frequently observed instructional modifications, difficulty factors based on an average of a sample of general education teachers, comments regarding the implementation, and suggestions for making the…

Exercises in 10 prewriting skill areas (scribbling, imitation, tracing, completion, discrimination, automatic writing, cued writing, free associating, ordered writing, and message writing) are suggested to help students with writing disabilities. The exercises are explained to help in identifying as well as remediating the problem. (CL)

There are three steps a music teacher should take on receipt of an overly general memo about an exceptional student: (1) obtain information; (2) observe the student; and (3) translate observations into instructional solutions. (RM)

Syntax in the written expression of five normal and five learning disabled (LD) fourth graders was assessed. The syntax of the LD group was found to be significantly deficient when compared to that of the normal group. (Author)

Thirty learning disabled (LD) and 30 normal achieving (NA) elementary-aged pupils' attributions, expectations, affect, and persistence were assessed. Ability attributions for failure differed for LD and NA pupils. In addition, effort was judged as more important in determining success than failure for both LD and NA pupils. (Author/SB)

The generalized effects of self instructional training on the classroom performance of three "impulsive" preschool children were investigated using a multiple baseline design across Ss. Findings suggested that generalized increases in accuracy on classroom worksheets were related to the naturalistic format of the self instructional training…

Roger Garrison's tutorial approach to writing instruction was adapted for elementary learning disabled (LD) students. The writing laboratory allowed fourth and fifth grade LD students to write and receive feedback on essays in which they expressed their own thoughts and feelings. (CL)