The investigation attempted to identify perceptual-motor characteristics which might account for, or attribute to, the differences in academic learning ability in deaf populations of comparable CA and IQ. (Author)

Popular preference for intensive, norm-referenced measures, scored relative to age and grade, is noted. It is pointed out that some type of equal-interval measure is desirable, but for many practical purposes, criterion-referenced, behavioral measures are useful, regardless of whether the units are equal. (Author)

Learning disabled subjects functioned on both the cognitive and perceptual sections of a Time Understanding Inventory at a level three grades below their CA grade placement equivalent, suggesting that their lack of mastery of time concepts represented a generalized rather than specific disability. (KW)

Part 3 of a series to develop a research technique to evaluate learning disabled children and to determine effective and non-effective elements in the teaching process. (RJ)

Part 1 of a two part series. Part 2 entitled Learning Problems: A Sequential and Hierarchical Approach to Identification and Correction" will appear in the Spring 1971 issue. (RD)

Guidelines are presented for the teaching of children with learning disabilities in the normal classroom environment. In an interview with Dr. Jeanne McRae McCarthy. (EJS)

Simple exercises designed to improve visual and auditory perception are presented as part of a remedial reading program. (EJS)

The brains of 16 premature infants who died within their first month of life were studied microscopically. Journal Availability: See EC 152 470. (Author/CL)

Twenty-one learning disabled students and 25 non-LD students were asked to explain their high and low scores in a bowling game under conditions of either high or low success. LD Ss' explanations did not differ over the two conditions. Findings suggested that LD Ss viewed their difficulty as something that could not be overcome. (Author/CL)

Six modifications of minimum competency tests were found to enhance performance of 345 learning disabled third graders. Modifications included administering fewer subsections of the test per session, grouping similar skill items in sequential order of difficulty, and using symbols to organize the flow of items within the test. (CL)

A resource teacher of learning disabled adolescents describes a cognitive strategies approach designed to allow students to generalize skills to other tasks. This approach focuses on such skills as gaining information from texts, performing more accurately on tests, and presenting written work attractively and cogently. (CL)