The effectiveness of two teaching procedures--antecedent and contingent modeling--in teaching basic sight vocabulary to learning disabled children was tested with two primary-school-age boys with severe reading disabilities. (Author/DLS)

Current diagnostic and labeling practices were studied with 26 children with learning disabilities and other learning handicaps. (Author/DLS)

Intended for the classroom teacher, the article offers suggestions for dealing with the child who has a learning disability in mathematics. (SBH)

The article reviews literature on the diagnostic teaching approach, with particular emphasis on mathematics in the elementary school. (SBH)

The article describes an interdisciplinary modified motor evaluation which allows the professional to classify a child according to a perceptual motor development level. (SBH)

A learning disabilities group teacher in elementary school describes how she improved relations with regular class students and teachers by bringing her group to the other classes to perform science experiments. (SBH)

The article focuses on the use of the Detroit Tests of Learning Aptitude for prescriptive teaching with learning disabled students. (SBH)

The case study explores the detrimental influences of a father's dyslexic condition on the emotional development of his children and on his family's functioning. (Author)

The paper reviews inadequacies common in secondary programs for learning disabled students and suggests guidelines for more appropriate program development. (CL)

An interview with S. Kirk focuses on the educator's views regarding such issues as the definition of learning disabilities and the implementation of P.L. 94-142 (The Education for All Handicapped Children Act). (CL)

The article reviews ways in which parents of learning disabled students can become involved with different educational settings (clinics, schools, home and community) and different service functions (identification, assessment, programing, implementation and evaluation). (CL)

The classroom behavior of 15 learning disabled (LD) third and fourth grade boys was compared to that of 15 matched normal Ss to determine differences in behavioral style and to examine LD Ss' behavior in different classroom environments. (Author/CL)

Parieto-occipital electroencephalograms were recorded during resting baseline intervals, during an initial instruction period, and during active performance on mental arithmetic and immediate recall tasks to determine if 10 learning disabled boys (10-12 years old) would show less alpha attenuation than 11 normal controls. (Author/CL)

Elementary-age children (Nequals20) diagnosed as learning disabled were assessed. It was concluded that regular classroom instruction alone may be insufficient for mainstreamed children with learning disabilities and that supplemental programming seems necessary if prior rates of academic learning are to be maintained. (Author)

Available from: Council for Exceptional Children, 1920 Association Drive, Reston, Virginia 22091. Explored are some significant factors that the learning disabilities (LD) teacher should be aware of when help is provided to the LD student. (BD)