The study was designed to determine the effects of the Neurological Impress Method (NIM) as an approach to remediation of reading disabilities in 44 children (7 to 14 years old) classified as learning disabled. (SBH)

Two studies examined underachieving and control children's beliefs about the causes of their successes and failures. In Study 1, children (N=186) were administered a scale measuring locus of control in achievement situations. In Study 2, children rated the importance of ability, effort, task difficulty, and luck for success and failure in reading,…

Illinois assessment personnel (N=579) completed a survey designed to shed light on which professionals use tests, which categories of children are most frequently tested, and which tests are usually used and for what purpose. (Author/SBH)

The paper presents a consolidated criteria model which can be used to identify the discrepancy and severity level of learning disabled students. (Author/SBH)

Operational criteria for childhood depression, specific learning disability, developmental hyperactivity, and Gilles de la Tourette syndrome were used to establish the correct diagnosis in 55 of 100 school age Ss. Forty-five Ss were diagnosed as having one of three classical neurological syndromes (epilepsy, sensorineural deafness, and childhood…

The validity of the Myklebust Pupil Rating Scale (PRS) in predicting learning disability was investigated in a two-year follow-up study of 55 preschool children. Correlational analysis yielded highly significant results with all correlations between the PRS scores and criterion measures. (SBH)

Study involving 300 children investigated the validity of Slosson Intelligence Test (SIT) for identifying learning disabled kindergarteners. Ss were given a battery of tests, including Wechsler Preschool and Primary Scale of Intelligence. Results indicated that SIT greatly overestimates the IQ of kindergarten children with suspected learning…

Three techniques--the daily report card, contract card, and grade point credit--are described for modifying the tardiness of learning disabled secondary students. (CL)

The study involving 60 Ss investigated whether response instability differs significantly among self-concept levels of elementary and junior high learning disabled (LD) students, whether these students differ significantly on item response instability, and whether response instability is significantly related to age, sex, race, or IQ. (SBH)

The author's rebuttal to responses on his paper (EC 115 148) addresses the issues of relevancy of biological causes to education and the validity of research in neuropsychology. (For responses to the paper see EC 115 149-153.) (PHR)

Three case studies of children with specific learning disabilities who were switched out of French immersion programs are presented to provide background for the development of hypotheses for future study regarding the advisability of switching. (JMF)

The study examined the prevalence and characteristics of hyperactive behaviors in a sample of 64 learning disabled and 12 minimal brain-damaged children (mean age 81 months). Ss were evaluated by their teachers on 11 categories of behavior. (Author/PHR)

The use of counseling strategies and psychoeducational techniques such as those advocated by Bricklin and Adamson can improve communication and increase understanding between parents and their learning disabled child. These model counseling approaches are presented. (Author)

Learning quotients (LQ-ratio of actual to expected achievement) were computed for second, fourth, sixth, and eighth graders. Results indicated that the LQ was not statistically stable across tests, grade level, gender, or ethnicity. (CL)

Compared the performance of learning disabled and normal-achieving third- and fourth-grade children on Kagan's Matching Familiar Figures Test to determine group differences along the impulsivity-reflection dimension. Overall results suggest that learning disabled children are not more impulsive but rather use poor strategic behavior in processing…