Paper presented at the Gesellschaft fur Angewandte Linguistik Conference in November 1969 in Stuttgart, West Germany. (RS)

The results of this study suggest that one might question the locomotor developmental level of the child with a learning disability. (Author)

The use of drugs to modify child behavior disorders and the risks involved are discussed. Safeguards are suggested to protect children. (A related article is EA 501 452.) (MF)

Tests reported here provide support for the hypothesis that word frequency rather than regularity of spelling is the decisive factor in the ability of both native and non-native English speakers to spell certain items correctly. (FWB)

Hypothesizes that subjects who show reduced recall of word lists after ego threat may be exhibiting response competition rather than repression. The results obtained in this experiment suggest that this may be the correct conclusion, but further research is indicated. Tables and bibliography. (RW)

Considerations for planning and teaching the multihandicapped hearing impaired (MHHI) student are suggested. The MHHI have learning problems beyond those associated with a hearing loss. Communication is identified as a crucial issue, since difficulties in expressing and receiving language represent their primary handicap. (SEW)

Comparison of the Goodenough-Harris and McCarthy scoring procedures for 60 kindergarten children's drawings yielded substantial agreement between the two scoring systems. The streamlined McCarthy scoring system should be utilized when large numbers of children are being evaluated with short periods of time. (Author)

Using a lexical decision task, the effects of frequency and number of meanings show that different patterns of results emerge for fast and slow readers. For fast readers there are general effects of both frequency and numbers of meanings; for slow readers the effects are considerably attenuated. (Author/CM)

Reports a follow-up study designed to examine the question of cause and effect in the commonly observed association of poor learning with behavior disturbance. Concludes with a discussion of the implications for early diagnosis and treatment of maladjusted behavior in school. (CT)

Tested the effectiveness of a cognitive control approach in the treatment of special education learning handicapped children. Employed a pretest-posttest design, using a special education treatment group, a special education control group, and a regular class comparison group. The special education treatment group made significant gains. (Author)

This study covers 11-year-olds, school leavers, student nursery nurses, and bus conductor trainees, and their understanding of subtraction, and whether shortcomings in understanding and performance that occurred at ages six or seven would continue in later years and affect feelings toward the subject. (MP)

Presented is a study that underscores the extent to which students do not understand the use or meaning of letters in equations. (MP)