Teacher-completed Behavior Problem Checklists on 316 learning disabled older boys and 225 younger and 77 older girls were factor-analyzed. Results partly replicated prior research with nondisabled and disabled populations identifying two broad dimensions of psychopathology--environmental conflict and personal disturbance--but also revealed…

Presents some salient points of Jim Ysseldyke and Bob Algozzine (professors of special education) regarding assessment of and decision making about learning disabilities. (HOD)

Case studies of a third grader, sixth grader, and college student demonstrate differences in literacy problems among the gifted/learning disabled. An informal tool to diagnose writing problems is demonstrated. An instructional approach which considers developmental, remedial, and adaptive student needs is examined along with three sample…

Correlational analysis revealed no significant relationship between performance on the Social Interpretation Task and behavior rating scores for 24 learning disabled, seriously emotionally disturbed, and educable mentally retarded students (seven-17 years old). Results do not support many of the clinical observations made by leading professionals…

Two learning strategies--visual imagery and self-questioning--designed to increase reading comprehension were taught to six learning disabled secondary students. Results indicate that LD students can learn the two strategies and can apply them in both reading ability level and grade level materials. Use of the strategies resulted in greater…

Investigated the best short form of the Wechsler Intelligence Scale for Children (Revised) in a comparison of 234 learning disabled students and 290 referred but ineligible children. Results suggested that Sattler's (1982) tetrad is a good predictor of Full Scale Intelligence for learning disabled students. (JAC)

Defines dyslexia, discusses the problems caused by it, and suggests sources of help for dyslexic college students. (EL)

A 10-day aquatics program for learning disabled children with hand-eye coordination problems and low self-esteem is described. Activities for each session (including relaxation exercises) are listed. (CL)

A stages-of-learning model was used to examine effects of picture-word manipulation on storage and retrieval differences between disabled and nondisabled grade 2 and 6 children. Results showed that disabled students are poorer at memory tasks and in developing the ability to reliably retrieve information than nondisabled children. (Author/RH)

To explain reading level clearly to parents of learning disabled children, teachers must focus on two broad areas: the differences between standardized tests, and the occasional mismatch between sequence of instruction and the test items, per se. (CL)

A survey of 50 school districts assesses the extent to which special educators are moving beyond drill and practice software with learning disabled and emotionally disturbed students and identified factors preventing or discouraging applications beyond drill and practice. (Author/CL)

Analysis of drop-out rate, basic skill competency level, and employment status of 60 learning-disabled (LD) postsecondary age youth and 61 non-learning-disabled (NLD) same-age peers indicated significantly higher drop-out rates and significantly lower basic skills competency levels among LD youth. Significantly fewer LD and NLD high school…

To determine whether the preponderance of males in classrooms for the learning disabled (LD) constitutes sexual discrimination, an objective index involving the discrepancy between expected and actual achievement was calculated for each student. No evidence was found to indicate sexual bias in diagnostic and placement practices. (Author/ABB)

The emotional component of learning disabilities is examined, and case study excerpts are cited to illustrate problems encountered with matters of self-concept and self-esteem, social perception, and personality functioning. The need to help children compensate emotionally for their difficulties is emphasized. (CL)

In a study of the effects of modeling on the abilities of learning disabled (LD) and nondisabled boys, grades two to eight, to interview classmates, a dialog model increased LD children's production of open-ended questions and comments. Results suggest LD children are aware of their difficulties in conversational interaction. (MSE)