Fifty mildly handicapped students (learning disabled or emotionally disturbed) mainstreamed in secondary classrooms were Ss of a study to investigate conditions for acquiring textbook content through listening and reading utilizing simulated classroom assignments. (Author/PHR)

The ABDs of Reading program provides explicit training in phoneme analysis and phoneme blending, letter-sound correspondences, and decoding to learning disabled children. No extensive teacher-training, teacher-aids, or other unusual classroom support is required. (Author/CP)

The article presents a case study of the educational training program used with a 10-year-old (when first seen) learning disabled boy. The study covers the teaching methods used during a three-year period and includes followup data for over 12 years from the onset of therapy. (PHR)

The contribution of individual differences in physiological arousal to intellective assessment in 29 junior high school learning disabled children was studied. (Author/PHR)

Results show teacher ratings and achievement score changes for all groups with the modulation group superior only in teacher ratings of Personal-Social behavior. Usefulness of this form of intervention in meeting the child's needs and in treating the concomitants of school failure are discussed. (Author)

The Delphi Technique was used to identify competencies needed by handicapped students (learning disabled, emotionally disturbed, mildly retarded, and orthopedically impaired) to enter a vocational agriculture course. (CL)

Learning disabilities teachers were given training and materials for a one-week teaching procedure. Overall posttest performance did not differ among the groups; however, children taught using reduced response competition required fewer trials to reach criterion on each word. Results indicated that teachers also benefited from the program. (Author)

The learning laboratory of the Training School for Boys, a New Jersey correctional school for eight- to fourteen-year-olds, provides remedial reading instruction through a diagnostic-prescriptive model with the assistance of trained volunteers and interns. (SK)

Patricia Vance is in charge of a resource room program that helps learning disabled students to cope with the demands of a highly academic curriculum. Her major goal is to teach students to enjoy the process of acquiring knowledge and skills. (CJ)

Major objectives of the teacher workshop are to increase the empathy and knowledge of the regular teacher concerning the characteristics and problems of the LD student, and to work out communication problems and increase the dialogue between the resource learning center teachers and the regular classroom teachers. (SBH)

The second of two articles examining dysfunctional parental attitudes that contribute to school learning and behavior disorders presents case material illustrating the attitudinal problems and effects on children. The psychoeducational therapist is often included in family sessions as his/her experience with learning problems aids in the…

Results indicated that Ss in the vocational training class were superior to the other two groups in social maturity and career attitudes. Additionally, significant differences in social maturity and career attitudes were found among the three learning disabled groups. (Author/SBH)

A direct comparison was made of the reliability and validity of the standard Matching Familiar Figures Test (MFF) to a recent longer version of the task (MFF20) with 76 learning disabled children (7 to 12 years old). The N. Salkind and J. Wright (1977) formulation was used to generate continuous data, and IQ was statistically controlled. (Author)

The study compared the cognitive, affective, and perceptual role taking skills of 38 learning disabled (LD) children (ages 5 to 8) with those of a control group of normal children. Ss were administered three role taking tasks which measured their skills in each of the domains. The results demonstrated a role taking deficit in the LD children.…

The investigation, which involved 55 learning disabled and 54 normal children (mean age seven years), was designed to test the hypothesis that differences between these groups on tests of perceptual functioning are not educationally significant. (Author/SBH)