Research on spelling performance of learning disabled students is reviewed and a case study cited to show that LD students can learn transferrable information about spelling through a procedure incorporating imitation, modeling, and practice. (CL)

LOGO, a graphics language that helps the student participate in a consistent, self-correcting learning environment, can help children with learning disabilities think about thinking. (CL)

Intended to provide information about learning disabled gifted students, the article discusses a rationale for providing enrichment activities within the framework of a program for the gifted. Identification strategies are discussed and program ideas using the enrichment triad model are offered. (Author/CL)

Scores of 14 percent of 103 learning disabled eight- to 13-year-olds on the Children's Depression Inventory were at or above the critical cutoff. Comparison of most versus least depressed Ss revealed that the former were lower in self-esteem, oversensitive, and shared traits associated with neuroticism. (Author/CL)

Scatter analysis among the Tests of Cognitive Ability for the Woodcock-Johnson Psycho-Educational Battery was conducted on the performance of 3,566 Ss (grades one to 12) from the standardization sample. Examining scatter on the Tests of Cognitive Ability and identifying specific "types" of learning disabilities using this test are discouraged.…

The article presents a schemata for using the Kaufman Assessment Battery for Children to develop specific diagnosis and prescriptive programing for reading and learning disabled children. An educational program that focuses on the processing strength to formulate interventions that remediate the deficits through the preferred processing strategies…

The introduction to the special issue on holism with learning disabled students addresses five current practices not espoused by the holistic model: segmentation of learning, narrow school goals, preoccupation with students' deficits, lack of consideration of student interests/needs in selecting curricula, and obsession with objectivity and fact.…

The study evaluated attitudes of 42 principals and 124 teachers on mainstreaming of learning and emotionally disabled students. Results showed that opinions on integration differed in terms of type of disabled student and that for some categories, teachers were more favorably predisposed toward integration than were principals. (Author/CL)

The Auditory Comprehension Test for Sentences which examines length, vocabulary, and syntax at three levels of difficulty, was administered to 180 normal children aged 7-12 years. Preliminary standardization data indicated that the ACTS is a viable tool for assessing auditory comprehension skills of school-age children. (Author/CL)

The paper examines three models still considered useful in identifying achievement-aptitude discrepancies: the prediction model, true score regression model, and prescore partialling model. Data are cited to provide support for the regression model as the simplest to use and most efficient statistically. (Author/CL)

This study compared the test-retest reliability of the Southern California Sensory Integration Tests and the Luria-Nebraska Neuropsychological Battery--Children's Version. Both sets were administered twice to a group of 30 dysfunctional eight-year-old children. Findings are discussed in relation to reliability coefficients for normal as well as…

Analyzes the interaction strategies employed by a conversational participant who is unsure that he or she understands the content or the context of the interaction well enough to contribute appropriately to it but feels impelled to continue participating anyway. (FL)

Four reading disabled children were given eight sessions of ocular motor training with reinforcement and eight sessions without reinforcement. Two reading disabled control Ss were treated similarly but received no ocular motor training. Results demonstrated that reinforcement can improve ocular motor skills, which in turn elevates reading…

The study investigated the efficacy of a package of cognitive self-control procedures for ameliorating the attentional deficits of 12-year-old learning disabled children. Performance on measures of reading, attention, an inhibitory control was improved as a function of the cognitive self-instructional training. The improvement continued to sustain…

A span-of-apprehension task and a backward masking technique were combined to allow measurement of the apprehension span of a sample of 34 learning disabled and normal boys about 8 to 13 years old at various time intervals following stimulus presentation. (Author/SW)