Investigated which factors related to professional roles of teachers of the learning disabled, behavior disordered, and educable mentally retarded are most stressful, and which activities are beneficial in guarding against stress. Participants (N=195) rated as highly stressful legal concerns, lack of administrative and peer support, and lack of…

Learning disabled students need to be exposed to instruction in functional reading and mathematics, social information, and verbal and nonverbal social skills so that they can function as competent individuals in the every-day world. (CL)

The article discusses legal and educational concerns with providing services for learning disabled students under Title 1 of the Elementary and Secondary Education Act which provides services for schools with underachieving disadvantaged students. (DB)

The author considers possible educational changes in serving learning disabled students and cites opinions of others such as P. Daniels, who advocates return to self-contained classrooms, and J. Goodlad, who suggests that schools are trying to do too much. (CL)

The author considers reasons for the time delay between research findings and classroom application, examines research on teaching math and spelling to the learning disabled (LD) student, and reviews the status of the controversy over process or modality training for LD students. (CL)

Suggestions for assisting learning disabled (LD) students in decision making are given for determining what information is needed, the correct operation for solving a given problem, and whether an answer is reasonable. (MP)

A school-based diet program for learning disabled children stresses modifying eating behavior by learning alternative ways of interacting with the environment. Techniques stress the importance of self regulation, strategies for self monitoring, the establishment of realistic weight goals, use of stimulus control procedures, increased physical…

A study of 12- to 15-year old boys, grouped as learning disabled or nonlearning disabled suggested that learning disabled youths do not evidence more delinquent behavior than nondisabled youths. They are, however, more likely to be found delinquent by juvenile courts. (CE)

Argues that letter and word reversals are a symptom of dyslexia because they reveal a child's lack of comprehension, but that they are not a symptom of some prior problem that is disrupting the reading process. (FL)

Concludes that the Slosson Intelligence Test and the Leiter International Performance Scale measure only limited aspects of reading disabled students' abilities as measured by the Weschsler Intelligence Scale for Children--Revised. (FL)

Determined if Wechsler Intelligence Scale for Children-Revised subtest patterns would differentiate the performance of emotionally disturbed and learning-disabled children. Subtests differentiated significantly between diagnostic categories. Learning-disabled children performed predictively poorer on block design, picture arrangement, and object…

Reports on regression analyses that determined the predictability of each of three oral reading behaviors on comprehension (unaided recall of story propositions) with adjustments for the effects of other variables so that the effect of a single oral reading behavior on comprehension could be independently determined. (HOD)

One hundred eighty-six individualized education programs (IEPs) and corresponding psychoeducational assessments were collected from the files of learning-disabled children. Components were examined in relation to the requirements of P.L. 94-142, the Education for All Handicapped Children Act (Section 602). (SB)

The Developmental Test of Visual-Motor Integration, the Wide Range Achievement Test, and the Student's Perception of Ability Scale were administreed to 70 learning disabled and 73 normally achieving third-grade children who had been stratified on full scale Wechsler Intelligence Scale for Children-Revised (WISC-R) IQ scores. (Author)

The author argues that many children labeled as learning disabled are merely exhibiting the range of individual differences statistically expected for various school related abilities. She encourages the individualization of instruction in the regular class to allow individual rates of progress and to avoid the learning disability label. (DB)