To investigate the role expectations of the high school learning disability resource teacher, a behavior scale was developed to which 134 incumbents responded as to their actual and desired role performance. (BD)

Examined were the effects of the elicitor on the language obtained from nine language-impaired children (3 to 6-years-old) in a clinical setting. (Author/IM)

The article reviews techniques which incorporate visual, auditory, and kinesthetic modalities in developing reading skills of perceptually handicapped students. (CL)

Response latencies were obtained in word matching and sentence completion tasks from disabled readers, age-matched normal readers, and reading-level matched normal readers. Results indicated that perceptual and semantic processing are interconnected and improvements in the speed and accuracy of one facilitates improvements in the other. (HOD)

Results of a study of the effects of special class placement on the academic achievement and behavior of children with perceptual, neurological, and emotional handicaps indicated significant improvement in math achievement (not in reading) and in verbal aggression. (JM)

Describes a study designed to determine whether children identified as learning disabled by Slingerland's Pre-reading Screening Procedures would progress further in sensory abilities and reading achievement as a result of receiving reading instruction by the synthetic-multisensory or the multiple-factor method. (JM)

The rate of achievement and enjoyment of 12 learning disabled pupils (ages 8-12 years) in a token economy was demonstrated to be higher when they were permitted to select their own reinforcers than when the teacher selected the reinforcers. (MH)

Presents a rationale and specific suggestions for planning a language development program for students with severe language problems. (DD)

The effect of self-imposed and externally-imposed scheduling on oral reading rate was examined in eight reading delayed students (9 to 12 years old). (SBH)

Discusses aspects of the interdisciplinary stress within the fields of remedial reading and learning disabilities. (MKM)

Reviewed are resources to be used in developing programs to improve motor abilities among learning disabled children with severe motor dysfunction. (MH)

This article discusses the ways of identifying students with learning disabilities and the methods of educating them to become productive adults. (JD)

Investigated with six highly active 4- and 5-year-old Caucasian boys (three Ss labeled by teachers as hyperactive and three controls) was the extent to which inappropriate behaviors and differences in attention span provoked teachers to differentiate between highly active and hyperactive children. (IM)