A sexual dimorphism in the functional asymmetry of the damaged human brain is reflected in a test-specific laterality effect in male patients, explaining some contradictions concerning the effects of unilateral brain damage on intelligence in studies in which the influence of sex was overlooked. (Author/SK)

The study evaluated two kindergarten predictive instruments, the Gates-MacGinitie Reading Tests: Readiness Skills and the Teacher Estimate of Kindergarten Pupils' Abilities, by following the same 107 kindergartners over 1, 2, 3, and 4 years using multiple regression analysis. (Author/SBH)

In this study of four hyperactive elementary children, the effects of painting and physical activities on attention-to-task were observed. Both techniques brought improvement, the pleasure of the activities seeming to provide an intrinsic reward which the children internalized, bringing increased attention-to-task to other classroom activities.…

Students with learning disabilities do not have to be problematic for adults. Adults' frustration does not have to increase these students' problems. Active, positive steps can be taken to lessen children's problems and ease adults' frustration so that the helplessness associated with learning disabilities may gradually disappear. (Author/BEF)

Dance therapy deals with personal growth via body-mind interaction. A change in movement expression is believed to result in a personality or behavior change. The therapist is trained to become sensitive to movement expression as it relates to the psychological, motor, and cognitive development of the child. (JN)

Shows how one school district uses a series of four three-day workshops to give students a feeling for what it is like to be disabled and an awareness of the frustrations and barriers that confront mainstreamed students. (RL)

Reports on reading research studies conducted in Great Britain during 1979, noting that two areas have attracted much more attention recently--reading comprehension and the importance of motivation. (HOD)

Male pupils identified as behaviorally disordered (N=153), learning disabled (N=172), and educable mentally retarded (N=176) as well as nonidentified normal boys (6 to 18 years old) were rated by their teachers on the Behavior Problem Checklist. (Author)

An investigation of the disturbing nature of constructs underlying learning disabilities (LD) and the reliability of factors of LD characteristics within an ecological framework used 150 advanced undergraduate special education students as Ss. (Author/PHR)

The Ss were 63 first graders with reading and school readiness problems. It was found that Ss who received psycholinguistic training did not show significantly more psycholinguistic improvement than did Ss trained using traditional methods. (Author/DLS)

Two experiments were conducted to investigate female adults' immediate impressions of learning disabled children with whom they were unfamiliar, and to analyze the relative contributions of the child's verbal and nonverbal behaviors upon such impressions. (DLS)

In a study 12 normal children and 12 reading disabled (word recognition difficulties) children (mean age 9.2 years) were compared for reading and listening comprehension to test whether disabled readers, given an auditory presentation, would show comprehension of material comparable to that of normal readers given visual presentation. (PHR)

The Neurological Key method emphasizes a systematic deductive procedure for reaching clinical decisions about learning disabled children. The rationale for the diagnostic and remedial decisions reached at every node of the Key is explained and is supported by data from clinical and experimental studies in psychology and neurology. (Author/SJL)

An investigation of the relationship of four perceptual and perceptual-motor skills to two measures of reading achievement in normal and learning disabled children in the second grade suggested that deficits in perceptual skills are not highly related to reading performance. (MKM)

The reading progress of 45 learning disabled first and second grade children receiving oralographic reading instruction (which utilizes lesson sheets and tapes and is auto-instructional) was compared with the progress of 44 disabled learners (in first and second grades) in other special reading programs in five school districts. (Author/PHR)