Five male learning disabled students (eight to 13 years old) learned more words using the nonpreferred hand in tactile processing to remediate reading than with the preferred hand. (CL)

A checklist of 26 behaviors is offered to help elementary level teachers determine where students are experiencing organizing or sequencing difficulties. Eight remediation suggestions for promoting organized behavior in learning disabled students are offered. (CL)

Evaluated a training program designed to teach 61 learning disabled junior high school students to set realistic ahcievement goals, to expend effort to reach the goals, and to accept personal responsibility for achievement outcomes. Goal setting strategies and effort attribution training were successful for 70 percent of the students. (JAC)

A teacher reviews the ways in which a garden project improved cognitive gains, responsibility, and appreciation of beauty in nature for learning disabled students (eight to 12 years old). (CL)

The author describes clinical sessions with an 11-year-old learning disabled child whose periods of silence communicated different meanings but were interpreted in the classroom as inability to perform tasks. (CL)

A structured reinforcement system, in which learning disabled students earn tokens for on-task activities, is an effective way of managing classroom behavior. An 11-step process of initiating such a program is described. (CL)

Leisure preferences of 51 learning disabled (LD) boys (grades 4-6) were investigated. Results indicated more similarities than differences in leisure choices. LD boys generally prefered the same types of after-school and weekend activities, and the same sports, hobbies, and television shows as their non-LD peers. (Author/CL)

Factor analysis of scores on intelligence, achievement, language, and process assessment measures of 112 elementary learning disabled students revealed three severity subtypes. Results suggested that severity is more appropriately determined by adaptive behavior assessment than by discrepancy between ability and academic or processing performance.…

The Tutoring Network, a nonprofit organization that screens educational therapists and matches their expertise with individual needs of learning-disabled students, also operates a clearinghouse for information on learning disabilities. In addition the network is also involved in efforts to promote communication among professionals. Replication…

The potential uses of telecomputing in the education of learning disabled secondary students are described, including electronic mail, interactive one-to-one discussions, and database searches. Related staff and administrative concerns are discussed. (JW)

Basic principles of effective software implementation with learning disabled students are discussed. A prototype software package is described that is specifically designed to help develop discriminatory skills in recognizing letter shapes and letter combinations. (JW)

The article reviews the theories of R. Feuerstein and his instrumental enrichment curriculum designed to furnish tools for thinking and considers implications for students with learning difficulties. (CL)

Analysis of questionnaires completed by 345 learning disability and reading resource teachers revealed that reading specialists diagnosed a broad population of students exhibiting many diverse characteristics. LD professionals used a broader diagnostic focus, touching upon intelligence, general achievement, perceptual and motor processes, as well…

Self-identified learning disabled college students (N=80), in comparison with their non-LD peers, tended to view themselves and their parents more negatively; recall more family stress during childhood and adolescence; and report more drug abuse problems, delinquency, and suicidal thoughts. (Author/CL)

Twenty-seven teachers carried out remediation with 76 elementary children labeled learning disabled. Scores on the Stanford Diagnostic Reading Test (SDRT) of children receiving component deficit remediation plus academic deficit remediation were higher than those receiving only academic deficit remediation, when effect size analyses were made.…