The ideas and techniques involved in learning about fractions were investigated with students in grades 1-12, in the first 3 years of colleges, in community college mathematics courses, and in graduate school. Also included were some high school mathematics teachers, some mathematicians, and some retired persons. Part I provides the rationale and…

There has been an increasing call for school psychologists to spend time collecting data that are functionally related to the planning of academic interventions. In order to identify the problem and plan for remediation, data must be taken that bear directly on the child's academic problems in the classroom and the curricular sequences actually…

The overlap of the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Halstead-Reitan Neuropsychological Battery (HRNB) was investigated in light of their use in diagnosing children's learning problems. Scores for 1,181 children in the WISC-R and the HRNB were related using a canonical correlational analysis. One significant…

A longitudinal study followed perceptual and problem solving skill development in children (2-11 years old) with severe problems of oral and written language acquisition: 15 hearing impaired (HI) Ss; 11 children with a hearing loss that alone did not account for their language problem, who presented in addition so-called "learning problems" (HIL…

Procedural guidelines developed by the Audio Standards Committee of the National Library of Australia to help improve the overall quality of production of audio materials for visually handicapped readers are presented. This report covers the following areas: selection of narrators and the narration itself; copyright; recording of books, magazines,…

This research addresses the actual goals and intentions from which students plan and organize their work in a course of study. Representations can either facilitate or hinder learning and problem solutions. Several salient aspects of adult students' representational systems and how they influenced university study were examined in two studies. The…

The Learning Problem Indication Index an instrument intended to help identify the preschool child with potential learning problems, was evaluated with 432 children (ages 4 to 19 years) from varying backgrounds referred to the Pupil Appraisal Center at North Texas State University. (DB)

This study was undertaken to measure the reading, writing, and numeration of 10 and 14 year-old students, and to collect information on teacher perceptions of the nature and extent of any learning difficulties experienced by individual students. A sample of 7,000 students was tested at each of the two age levels. Reading, writing numeration, and…

Research supported by U.S. Public Health Grant No. 293-60 to D.O. Hebb and Grant No. 298-3980 of the Medical Research Council of Canada to Virginia I. Douglas. Part of a PhD thesis submitted to McGill University (Friebergs, 1965).

The Chicago EARLY Program identifies and provides remediation for prekindergarten-age children who are considered likely to have school learning problems later. Consisting of an assessment and a corresponding curriculum, the program is designed for any preschool teacher to use as part of his or her regular program. The EARLY materials were first…

Two phenomena related to the quality of student responses in regard to items used in a testing situation are involved in the construction of a pupil response model. The underlying phenomenon which defines the individual's cognitive limits is termed the hypothetical cognitive structure (HCS). The second phenomenon, which is a function of not only…

The report--half of which consists of appendixes--describes a pilot project in London, Ontario (Canada) designed to examine the issues involved in including constant communication and cooperation between classroom teachers (CTs) and learning resource teachers (LRTs) as part of the remedial process for students with learning problems. A series of…

The paper reports on a 1 year followup study to establish the short term predictive validity of an early identification system used in London, Ontario (Canada) for kindergarten and first grade high risk students. Ratings of the students by the evaluation teams in January were compared with the students' actual placements as of the following…