Test scores of two groups of learning disabled children (N=63 and N=96) were submitted to cluster analysis in an attempt to replicate previously described subtypes. All three subtypes (visuo-perceptual, linguistic, and articulo-graphomotor types) were identified along with minimally and severely impaired subtypes. Similar clusters in the same…

The article discusses general classroom management suggestions to help the learning disabled student achieve in the regular classroom. Suggestions address aspects of orientation/organization, physical environment, directions, instruction, memory, assignments, worksheets, and evaluation. (CL)

Suggestions are offered for providing career counseling to learning disabled students in groups. Career counseling problems, specifically unrealistic student aspirations, are noted, and career assessment needs are reviewed. (CL)

Based on a study of eight LD students learning to use word processing, the paper makes recommendations for evaluating word processing software and designing instruction that is sensitive to students' difficulties. (Author/CL)

A teaching-learning procedure in early instruction in mathematics is anchored in Piagetian and Russian psychology and traces internalization processes that occur between material and mental actions, namely perceptual actions of visualization and imagination, verbal action, symbolization, and generalization. (Author/CL)

The author recounts her own experiences working in residential treatment centers (RTCs) for handicapped children, notes their possible contributions to learning disabled children and their families, and makes suggestions for families on choosing an RTC. (CL)

A discussion of basic genetic principles is followed by a review of selected genetic syndromes involving learning disabilites (such as Noonan Syndrome, Neurofibromatosis, Pheuylketonuria, and cleft lip and palate). Guidelines for securing a genetic evaluation are given. (CL)

A review of research on the link between learning disabilities and juvenile delinquency notes methodological problems and unanswered questions and cites implications for prevention and intervention both in the schools and the juvenile justice system. (CL)

G. Senf's study of bisensory integration language tasks was modified and replicated with 52 normal and 52 learning disabled children. Results confirmed the original study except for a more consistent pattern for individual difference variables and failure to replicate the main effect of stimulus interpair presentation times. (Author/CL)

This article identifies the applications of microcomputers to assist teachers in designing, constructing, administering and scoring teacher-made tests that address the needs of learning disabled students. Guidelines for modifying presentation and response modes, facilitating motivation, and scoring tests are described along with cautions in using…

In two experiments, students (10 learning disabled ninth graders and 45 nondisabled seventh graders) were taught the hardness levels of minerals according to either a keyword-pegword mnemonic, a questioning procedure, or free study. Mnemonic students significantly outrecalled both questioning and free-study students regardless of students'…

A diagnostic-prescriptive scheme is illustrated using subtests of the Slingerland Screening Tests for Identifying Children with Specific Language Disability and the Detroit Tests of Learning Aptitude. The scheme is intended to focus on the child's learning style by examining the task and the strategies employed. (CL)

The author cites the potential of computer assisted instruction (CAI) for handicapped students and reports on a study of a spelling CAI program for learning disabled (LD) college students. Among difficulties for the LD students were lack of student confidence in using the programs and difficulty in reading the instructions. (CL)

Six elementary level learning disabled students participated in the study which indicated that systematic prepractice procedures were related to higher performance levels than was baseline (no prepractice). Differential effects were noted: the listening procedure was related to higher rates of words read correctly than was the silent procedure.…

Varying the order of the language arts subtests in the Wide Range Achievement Test did not significantly affect performance of 54 learning disabled students in grades one - nine. (CL)