Seven learning disabled children (six-nine years old) participated in classes featuring Slingerland (group multisensory activities) or Sullivan (individualized traditional) reading approaches. Both groups evidenced nearly equal improvement in differing areas. Possible reasons contributing to the appeal of the Slingerland approach are noted. (CL)

Representative reactions from eight regular class teachers regarding visits to special education classes for learning disabled students are presented. Reactions stressed the student's need for approval, the success of high expectations and realistic goals, and admiration for the work of the special education teacher. (CL)

Research on subtypes of learning disabilities (LD) is reviewed and the importance of targeting specific deficits in attending behavior, impulsivity, and hyperactivity is noted. A protocol for the behavioral assessment of LD is suggested, and examples of molar as well as molecular interventions are cited. (CL)

The writing of learning disabled students can help teachers diagnose reasons for spelling errors and view spelling performance in terms of developmental factors. Further, practice in writing can provide opportunities for self-correction via modeling adult spelling. (CL)

Parents who do not attend school meetings regarding their learning disabled children are classified as apathetic, burned-out, intimidated, or resigned. Suggestions are made of ways teachers can promote parent involvement. (CL)

The article presents the complex history of educational provisions for learning disabled persons in Belgium, from the founding of the Ecole Chazal school for educationally retarded children through the decade after passage of the 1972 national law to educate all handicapped persons. (MC)

The case study of a gifted boy with learning disabilities is presented; and his problems, diagnoses, and treatment from first grade to junior high school are recounted. Available from: EC 090 032. (IM)

Criticized are existing methods of identifying learning disabled children, and suggested are three objective conditions thought to be more appropriate. (DB)

The author sees threats to children, rather than brain disorders, as the cause of learning disability symptoms. (IRT)

Learning Disabilities Association (LDA) of Minnesota has gotten many questions over the years about dyslexia. Examples of questions answered in this issue include: (1) When a learner reverses letters, is this dyslexia? (2) How does one teach an adult with dyslexia? (3) Can dyslexia be cured? and (4) Can GED accommodations be received for dyslexia?…

Technology has changed the world. Unfortunately, for many adults with learning disabilities (LD), the literacy demands of technology are beyond their reach. Since most adults with LD struggle in the area of reading, they are frequently not able to understand higher levels of written language or remember multi-sequence procedures often necessary…

The author calls for improved advertising standards and evaluation of products claiming to improve learning abilities of learning disabled children. (DB)

Books for children with specific learning disabilities should be chosen on the basis of typeface, appearance, subject matter, literary merit, length, and illustrations. A list of 42 books chosen with these characteristics in mind is presented. (5 references) (Author/SJ)