Presented in this article are various strategies for integrating learning disabled children into academic programs. Suggestions are made in the areas of mathematics, classroom environment, social studies, and science. (EB)

The purpose of the study involving 110 first graders was to determine whether learning disordered students were afforded different interactions from their regular classroom teachers than were children achieving at low, medium, or high levels. (Author/SBH)

The parent's role in treatment of children's learning problems is discussed. A developmental view of causation based on Piagetian theory is presented, as well as a plan for parent workshops. (Author/SBH)

The paper describes an instructional material evaluation model that is based on R. Mager's approach to task analysis and may be applied to the selection of materials for learning disabled children. Procedures for listing specific objectives are reviewed, and steps for using the model to evaluate materials are presented. (SBH)

Sixteen of 33 learning disabled students, all of whom had spent a year in self-contained classrooms, were placed in a mainstream class for the 1976-77 year. Ratings of personal, social and academic adjustment and achievement test scores indicated that the self-contained classroom environment produced more positive adjustment. (JC)

A two-year study of learning disabilities found in association with French immersion programs indicates that children encountering difficulty in primary French immersion programs have a specific learning disability characterized by a pattern suggesting a maturational lag in the temporal lobe regions of the brain. (JMF)

The article reports on the discussion approach for determining the learning disabled student's reasoning in response to a diagnostic test. (PHR)

The study investigated word-finding skills in 30 learning disabled (LD) boys (ages 8-to-11-years). Ss were administered measures designed to explore word-finding ability in three stimulus contexts for high- and low-frequency words.

This article briefly discusses the use of amphetamines in the treatment of hyperkinesis or minimal brain dysfunction. (JMF)

Section 504 of the Rehabilitation Act of 1973 provides an impetus for the development of special services for learning-disabled college students. Describes the problems of three such students and the services they needed to improve their chances for academic success, and provides suggestions for working with these students. (Author)

The article examines the available means of determining the readability of written materials and reviews the empirical evidence that indicates consideration of syntactic complexity in determining readability. Problems with readability formulas are pointed out. Guidelines for using readability formulas that take syntactic complexity into account…

Ss displaying initial subnormal nystagmic functioning responded to therapy with increases in duration, while other Ss displayed decreases; these effects were more apparent after long therapy. (Author/DLS)

Provides guidelines for teacher identification of learning disabled children. Outlines physical, academic, and behavioral diagnoses that are advised. Indicates teacher techniques for instructing the learning disabled child. (RH)

A relaxation method for handwriting improvement was examined using experimental and no-treatment control groups composed of 10 students receiving a poor rating on handwriting characteristics and a normal control group of 10 composed of students receiving average ratings. (Author/PHR)

The content validity of the Peabody Individual Achievement Test and the Wide Range Achievement Test was examined with 27 educationally handicapped students (5-9 years old). (CL)