To assess the delivery of support services from resource room teachers to regular elementary teachers involved in mainstreaming learning disabled students, the Index of Support Services (a list of 26 services) was developed and distributed to 228 regular educators for rating. (Author/SBH)

Ss were presented with the task of naming lower case letters "b,""d,""p," and "q" in 30-second and untimed trials, respectively. The results, in general, showed that reversal errors decreased abruptly when incentives were introduced and, in some instances, did not increase when incentives were removed. (Author/DLS)

Investigates the role of operative schemes in explaining older children's superior memory on past Piagetian memory tasks. Contrasts were made between the performance of normal v learning disabled grade school children, and between preschool children who either possessed or lacked seriation schemes. (Author/SS)

The interview with G. N. Getman, a developmental optometrist specializing in learning problems and disabilities, focuses on vision's impact on learning, the role of the vision specialist in the remediation of learning problems and disabilities, early screening programs, and visual training programs. (DLS)

School psychologists (30 Ss), learning disabilities teachers (51 Ss), regular class teachers (33 Ss), and learning disabilities supervisors (16 Ss), were asked to rate the importance of 41 criteria for determining a learning disabled child's readiness for mainstreaming. (Author/SBH)

Results of the study involving five learning disabled junior high students indicated that some form of error correction tended to be significantly superior to no correction at all, but that many correction procedures appeared to produce rather small effects on word recognition. (DLS)

The cerebral laterality of children with various configurations of verbal-performance discrepancies was inferred with an objective measure of lateral preference using Verbal and Performance IQ scores of the WISC-R. Results were interpreted as lending support to the notion of competition antagonism between cortical hemispheres and a possible…

Suggests that the initial teaching alphabet has been demonstrated to be an effective tool in teaching reading to bilingual students and to students with reading and cognitive disabilities. (TJ)

The influence of the classroom teacher reading orally before the child reads was investigated using as Ss three learning disabled children (8-and-12-years-old). (Author/PHR)

Cognitive, affective, and demographic characteristics of 122 emotionally disturbed, 135 learning disabled, and 121 educable mentally retarded children were studied in order to determine their relevance in defining and identifying exceptional children. (PHR)

Presents a biology course developed for learning disabled (LD) and emotionally handicapped (EH) students at Alhambra High School, Phoenix, Arizona. Description of the program, learning activities used, and some suggestions for successful teaching are also included. (HM)

An in-service model for mainstreaming mildly handicapped children is described which combines competitive, accommodative, and problem solving approaches. (CL)

A disabled reader and how he was helped: a case study. (Editor)

Presents examples of the social causation of reading handicaps from a cross-cultural study of 14 countries called the Comparative Reading project. The study compared ways children were taught to read. (BF/JH)

Children (N=45) identified as learning disabled were rated by teachers on academic progress and personal-social adjustment using the Myklebust Pupil Rating Scale. Student attitude toward school was assessed using the Describe Your School inventory. Learning disabled students receiving special programming were rated significantly better than…