Reviewed are programs and research on the value of early identification and intervention with learning disabled children. (DB)

The relationship between listening comprehension and reading comprehension was investigated with 40 fifth graders (20 poor and 20 skilled readers). (Author/SBH)

A study involving 104 students (7-12 years old) was conducted to identify subgroups of reading disabled children on the basis of similarities in Wechsler Intelligence Scale for Children-Revised profiles, and to explore the implications of the obtained profiles from the standpoint of remediation and differential programing. (SBH)

The article presents a statistical and descriptive comparison, with emphasis on math subtests, of the Wide Range Achievement Test and the Peabody Individual Achievement Test, based on scores obtained from clients (in grades 1-12) at a university-affiliated learning disabilities center. (SBH)

The article explores six characteristics of children who have perceptual processing dysfunctions. (PHR)

The study examined the phonic competency of 62 teachers enrolled in learning disabilities courses. (Author/SBH)

A questionnaire measuring child-rearing attitudes was completed by 214 parents of children seen at a learning disabilities center. (SBH)

The article describes an intensive therapeutic program for learning disabled children (ages 11-13 years) that focuses on the interrelationship between learning capacity and personality. (Author/DLS)

The author states that, although many recently developed theories in special education have not yet been confirmed by research, techniques derived from them are being used in teaching children with learning disabilities. (Author/BD)

Stability of the WISC-R subtest profile for 161 learning disabled (LD) children over a 7-month test-retest interval was examined. A unique subtest profile reported earlier was replicated. Performance IQ was significantly greater than Verbal IQ at both testing occasions. (Author)

For availability, see EC 103 600 Described is the program offered by the Child Service Demonstration Center for Urban Secondary Students with Learning Disabilities in Pittsburgh, Pennsylvania. (IM)

A study of the effects of a sequence of teacher questions or the verbal reasoning skills of children with behavior and learning disorders showed that teachers gradually employed less heavily prompted questions as children's responses improved, and that children's verbal problem solving skills increased concurrently with the teacher's use of the…

Discussed is the role of the elementary assistance teacher, who is charged with assisting any elementary school child with learning problems. (DLS)

To provide practitioners with a means of organizing their subjective reactions to parents of learning disabled children, an interview-based rating scale was developed and tested with 22 parents attempting to place their children in a 6-week summer remedial program. (IM)