Explains the rationale, methodology, and advantages of the regression equation approach to quantifying academic discrepancy, an aspect of learning disability. Variations of the expectancy formula and IQ-achievement difference approach produce serious errors of including too many above average children and too few below average. (JAC)

The report describes a child with central auditory dysfunction, the first reported case where brain-stem dysfunction on audiologic tests were associated with specific electrophysiologic changes in the brain-stem auditory-evoked responses. (Author/CL)

A zone of quotients from 81 to 90 was identified as a borderline region, below which readers are designated as "disabled" and above which they are designated as "normal" readers. Journal Availability: J. B. Lippincott Co., East Washington Square, Philadelphia, PA 19105. (Author/CL)

The author warns of dangers associated with Ontarios's Kindergarten Early Identification Program, including hasty and incomplete assessment of children who will then be labeled exceptional, biases affecting children with cultural differences, and inadequacy of many screening and assessment instruments. (CL)

Ways of diagnosing dyslexia are discussed along with the developmental symptoms, which include balancing and hearing deficiencies, reversal of letters or words and unusual posture. Medical treatment with antihistamines and other drugs is described. Approximately 75 percent of individuals are shown to respond favorably to therapy. (CM)

The article gives a select overview of the purpose, process, and procedures which are involved in neonatal vision screening. Significant responses and reactions worth noting are outlined so an evaluator might have an indication of what to look for in using such a tool. (Author)

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)

Three groups of first grade children were identified with a screening modification of the Carrow Elicited Language Inventory: children who spoke standard English, children who spoke Black English vernacular, and children with true language pathology. Discussion of the results describes the identification of Black children with true pathological…

Factors associated with teacher identification of behavior problems among 53 junior high school students were investigated. Results indicated there were significant differences between interaction profiles in the areas of student attention to task and student scanning behavior while the teacher was instructing. (Author)

Standardized IQ tests which cannot take into account the effects of handicapping conditions such as learning disabilities or hearing impairments can contribute to the mislabeling of children as dull or mildly mentally retarded unless the clinicians are careful to consider this possibility. (PHR)

A controlled study (Ss were 14 reading disabled and 17 control boys, 8 to 12 years old) using the Diagnostic Evaluation of Writing Skills (DEWS) verified its efficacy in identifying students requiring special remedial instruction without recourse to batteries of standardized tests. The DEWS provided a basis for directing remediation into specific…

Recommendations for surveillance programs include: (1) screening systems should include multiple sources of data for decision making; (2) conceptually, screening should include procedures that assess the ongoing transaction between the child and the caregivers in his/her environment; and (3) surveillance should be conducted serially over time.…

Based on studies and clinical findings, two techniques for testing infant vision are described: near-retinoscopy (used to assess the refractive state of infants and young children) and a fast preferential looking procedure (used to assess the acuity of infants up to one year of age). (DLS)