Questionnaires completed by 223 elementary and secondary learning disability teachers were analyzed for information about teachers' perceptions of the incidence and characteristics of severely learning disabled (SLD) and mild to moderately learning disabled (MLD) students. Findings showed that SLD and MLD groups differed significantly on 40 of 44…

Two articles contain the case studies of a gifted learning disabled elementary-age student and of a gifted dyslexic adult. (SB)

The validity and usefulness of learning disabilities diagnoses have not been demonstrated. Identifying adult basic education students as learning disabled is not only unjustified but serves to confound understanding and remediation of their problems. (Author/JOW)

The author contends that, while visual defects should not be confused with defects in visual perception, the identification and treatment of visual problems is an important element in the diagnosis and remediation of learning disabilities. (Author)

Describes a study of gist recall in language impaired children. Stories were read to groups of normal and language impaired children and oral recall was requested immediately. The groups differed primarily in the amount of accurate recall. It seems that language impaired children are deficient in recall for material within their linguistic grasp.…

Presents a case-study showing the importance of music education to an 11-year-old with learning disabilities. The boy had not received any music training in special education classes. During a summer arts enrichment program, an instructor discovered his musical ability. Later, a school music teacher found he was musically gifted. (AM)

Emphasizes the seriousness of language play, especially when it is used in classrooms that contain students with learning disabilities. (RL)

Effects of cooperative and individualistic instruction on interpersonal attraction between handicapped and nonhandicapped students were compared. Results indicated cooperative learning experiences promote more cross-handicapped interaction during instruction, more cross-handicap friendships, and more cross-handicap interaction during…

To assess a child's readiness to integrate, a "competency based assessment" is described. Here, the standards of a particular regular class are measured and the handicapped child's competencies are compared to those standards. (Author)

A survey of the field of learning disabilities is presented and applied to adults. A review of diagnostic tests reveals concentrated knowledge about learning disabled children and adolescents, and a scarcity of knowledge on adult populations. Pertinent areas for research are proposed for learning disability specialists and adult educators.…

Inter-rater reliability of the Goodenough-Harris and McCarthy Draw-A-Child scoring systems was examined for a sample of 60 children, including 20 school-labeled learning disabled, 20 mentally retarded, and 20 normal children between the ages of six and eight-and-one-half years. (Author)

Various approaches to research about reading disablities are described in historical perspective. The development of reading diagnosis is discussed in terms of: (1) a shift from a medical to an educational concern; (2) the use of standardized tests; (3) the movement in diagnosis from psychological laboratories to the classroom; and (4) the use of…

The article reviews issues regarding the role of attention in reading problems manifested by learning disabled students. Characteristics of attention (including arousal, alertness, vigilance, selective attention, and capacity) are considered. (CL)

While conceptualizations of learning disabilities vary between brain deficit and brain difference, teachers, counselors, and clinicians should consider the degree and nature of the match that exists between the child's abilities and both the classroom methods and materials. (Author)

A cognitive theory of readiness is offered as a possible explanation of the learning problems of learning or reading disabled secondary students. A discussion of the implications of the theory for secondary content area reading is included along with a model for implementation of the readiness components. For related information see EC 132…