Concludes that teacher guidance affects learning disabled students' recall and comprehension of goal-relevant information but that neither text organization nor age level is associated with degree of recall and comprehension. (FL)

The resource room intervention was effective for increasing reading rates of LD children but the increased rates did not appear to be maintained in the regular classrooms. The group with the shortest stay in the resource room made significantly greater rate gains during treatment and continued during follow-up to learn at a higher rate. (Author)

Results of a survey of directors of school psychology programs support the notion that training in neuropsychological screening and assessment techniques is appropriate in the preparation of specialists in the area of school psychology. (Author)

Results of a study using Suggestive Accelerative Learning and Teaching (SALT) with learning disabled ninth grade students with difficulty in math and reading are presented. (PHR)

The relationship of bilingualism to learning disabilities and the incidence of bilingual children referred for medical evaluation of developmental problems is discussed. (JMF)

Advantages of computer based education are discussed and the application of computer resources for students with visual and hearing impairments, mental retardation, learning disabilities, and physical handicaps is described. (CL)

The authors explore federal learning disabilities (LD) guidelines, Wisconsin LD guidelines, and current educational research relating to approaches for teaching LD students. Two approaches are considered--the process-deficit approach and the task-analytic approach. (SBH)

Locus of control had substantial overlap with intelligence, but not with achievement. Analysis suggested that cognitive style and locus of control did not make an appreciable addition to the prediction by IQ scores alone of achievement in second and third grade learning disabled females. (Author)

Reports that a computer-based system employing a graphic display screen and a hand-held "pen" proved successful in improving the handwriting skills of three 13- and 14-year-old students who had not been able to sign their names satisfactorily. (GT)

Compares the performance of learning disabled students on the WISC-R and the Tests of Cognitive Abilities from the Woodcock-Johnson Psycho-Educational Battery. This study finds that learning disabled subjects performed more poorly on the Tests of Cognitive Abilities than on the WISC-R. (Author)

Analyses of the children's communication patterns revealed that LD children were less likely to disagree with classmates, less likely to try to argue for their choices, and more likely to agree with their peers. (Author)

Ability, emotional, personality, and task variables interact to influence the performance of learning disabled children on academic tasks. Analysis of the learning-teaching style that produces optimum student response will help in determining the best teaching method. (CJ)

Teachers estimated the prevalence of emotional and learning disorders in 51,739 children aged 5 to 14 years in Vancouver City. A mean rate of identification of 8.2 percent of children in public schools was found. Boys preponderated substantially over girls except for those aged 14 years. (Author)

The increased learning rates made by 62 learning disabled elementary students during part time placement in resource rooms were not maintained at the same level after a year of full time attendance in regular classrooms. (CL)

Reviews investigation of word recognition and identification ability of learning disabled and average students. Disabled students' abilities did not differ from those of average students with matched reading level and IQ, but they made substantially more errors than average students matched by chronological age and IQ. (HTH)