The attention controls of 30 learning disabled and 30 normal males (8-to 11-years-old) were tested by a vigilance task in which vigilance was defined as ability to detect infrequently occurring signals over a prolonged time period when signals were embedded in a background of regularly occurring events. (Author/GW)

Dyslexia is often accompanied by secondary emotional reactions by the child himself or by family members. (DB)

Four cases histories are offered as examples of what happens to learning disabled children in later life if not correctly diagnosed and given appropriate remedial instruction. (DB)

Presented are detailed instructions for a demonstration to simulate for educators the experience of the disabled reader. (DB)

Results of the present study appear to suggest that the PIAT and WRAT may be used interchangeably to assess the achievement levels of learning disabled children. (Author)

Given are approximately 25 suggestions for parents to use to help their learning disabled children develop reading skills. (DB)

Describes an outdoor education program designed for adolescent boys with learning disabilities. (Author/RK)

Examined is the thesis that clinical values, despite their apparent conflict with certain broad educational values, are necessary as a basis for services to children with learning disabilities. (Author/GW)

Moderately and severely learning disabled boys were evaluated in terms of constructs of reflection-impulsivity and field dependence-independence, which concerns cognitive style and whether one is able to perceive and utilize discrete elements of his perceptual field. (KW)

Remedial teaching methods for specific deficits in reading are suggested in chart form. (KW)