Investigated the utility of profile analysis, using the Wechsler Intelligence Scale for Children--Revised (WISC--R) to differentiate learning disabled from emotionally disturbed and nonhandicapped children. Little evidence supported the use of WISC--R subtest scatter. Research efforts focused on WISC--R subtests related to the learning process are…

Concludes that while any of several types of remedial tutoring was successful with fourth grade remedial readers, children who were merely left in the regular classroom made equal gains. (FL)

Administered a complex reaction time task to 47 learning-disabled and 41 control children. The preparatory interval between a warning and act light was manipulated for length and regularity. Results indicated that the inability to sustain attention over time, rather than momentary inattentiveness, distinguished the two groups. (Author)

An interview/observation schedule (Home Environmental Process Inventory), which assesses dimensions of maternal behavior, was administered in the homes of 15 learning disabled children. Children's role taking and interpersonal problem solving skills were assessed. Some maternal behaviors were highly correlated with children's social cognitive…

The problems and special opportunities that face the college candidate with learning disabilities are discussed. It is suggested that Section 504 of the 1973 Rehabilitation Act has not succeeded in forcing the vast majority of colleges and universities to establish special programs for students with learning disabilities. (MLW)

Results from this investigation of teacher beliefs about various facets of the broad-ranging perceptual deficit hypothesis and its relationship to reading and learning problems indicate that there is a large discrepancy between publication of research efforts and widespread awareness or acceptance of these results by practitioners. (Author/MP)

Children's responses to requests for clarification varying in explicitness are examined. Some possible relations between personality dimensions, developmental level, academic status, and understanding of the rules of conversational turn-taking are explored. Findings suggest that these variables must be considered in order to understand individual…

Observations of operationally defined nontask oriented classroom behaviors of educable mentally retarded (EMR), educationally handicapped (EH), learning disabled (LD), and nonhandicapped students were compared. Significant differences in behavioral characteristics among the groups were indicated. (Author/GK)

In studying the effectiveness of different instructional programs, a criterion measure can favor one of the programs because there is greater overlap between the content covered on the test and in that program. This overlap can be measured using teacher estimates or teacher estimates combined with curriculum analysis. (Author/BW)

Children with reading and/or spelling difficulties were examined to test ability to read and spell using correspondence rules and whole-word rules. Children deficient in both reading and spelling skills had difficulties using correspondence rules to spell and read and difficulties with whole-word reading and spelling. (Author/DB)

Presented is research designed to find ways to capitalize on the potential benefits of computers for hyperactive and attention deficient children. The results indicated that children did almost twice as many problems on the computer as they did with paper and pencil. (MP)

"Transenvironmental programming" is presented as a databased approach for promoting regular class success for handicapped students by carefully programing resource room instruction. An experimental study, with a 12-year-old student with behavior problems and academic deficiencies, is described which supports the efficacy of the approach.…

Examined short-term coding and retention processes in normal and disabled readers at two grade levels (third/fourth grade and sixth grade). Differences were found in processing the identities of letters in briefly exposed multiletter array. No developmental or reader-ability differences were observed in recalling the position of an item in the…

It was hypothesized that teacher expectations for the future performance of a child and teacher attributions for that performance would not differ as a function of the categorical label (emotionally disturbed or learning disabled) assigned to the child. Results are discussed with regard to implications for mainstreaming. (Author/GK)

Steps to be used in the development of a comprehensive mathematics program for learning disabled children are outlined. While the suggestions given deal mainly with mathematics, it is felt that the identification of strengths in pupils can and should be part of planning in all curriculum areas. (MP)