Because improved reading is the most common academic need of children labeled learning disabled or reading disabled, it appears that the fields of reading and learning disabilities should merge to create one strong field. Recommendations for creating this merger are given. (Author)

The paper delineates three observable and measurable variables in the regular classroom (response opportunity, teacher-student interaction, and social acceptance) which the placement team can use to make the initial placement decision and to evaluate educational progress in the future for learning disabled students. (Author)

To examine the concurrent and construct validity of the Slingerland Screening Tests (SST) for Children with Specific Language Disability in the assessment of learning disabilities, 382 children in grades 1 through 4 were given both the SST and an IQ test. The SST errors were significantly negatively correlated with IQ scores. (Author)

Following pretraining on three figures, 44 nonhandicapped preschoolers were assigned to experimental groups to investigate methods of integrating a new, similar symbol into a set of familiar symbols to approximate the difficult disciminations encountered by young children in school. (Author)

The Dyslexia Research Institute has diagnosed and remediated dyslexic and hyperkinetic children through the use of trained paraprofessionals under expert supervision. (SB)

Project Heroes is a humanities program for learning disabled children which is designed to maximize four principles--appreciation of process, acknowledgement of independence, development of a sense of worth, and skill acquisition. (SB)

Scores on the Picture Arrangement subtest of the Wechsler Intelligence Scale for Children-Revised of 41 eight-year-olds referred for academic learning difficulties were analyzed. Results suggested that visual sequencing skills and language development skills are necessary prerequisites for reading and spelling. (CL)

Suggestions are made for different approaches for preparing the classroom teacher, the resource teacher, and the neuroeducator, a specialist in learning disabilities. He advocates that neuroeducators should have exposure to fundamental areas of neurology, intelligence, anatomy, memory, cognition, and movement education. (CL)

The study examined cognitive aspects of 60 learning disabled (LD) eight- to twelve-year-old Israeli boys as reflected in the Hebrew version of the Wechsler Intelligence Scale for Children-Revised (WISC-R). Despite the translation of the test to Hebrew, the WISC-R preserved its ability to differentiate between LD and normal children. (Author)

The study evaluated the effects of four fifth-grade learning disabled (LD) students tutoring one third-grade and three second-grade LD students on word recognition skills. The results indicated that the cross age tutoring procedure was mutually beneficial for the tutors and the tutees. For related information see EC 132 758-768. (Author)

A battery of 15 tests (four visual, four auditory, four tactile-kinesthetic, and three intersensory) were administered to 109 normally developing (6-8 year old) and 32 learning disabled (6-11 year old) children. (Author/SBH)

A six-week contingency management program to improve classroom behavior of learning disabled high school students climaxed in a two-day camping field trip. (A detailed trip log is included.) (PHR)

The study investigated the hypothesis that differences in performance between 19 poor and 19 good readers in the fourth grade on a rote memory task could be eliminated if both groups were induced to process the material to be remembered in the same manner. (Author/SBH)

The authors emphasize the need for developing educational interventions that encourage generalization in learning disabled students from one set of responses to another. (CL)

Remedial math instruction emphasizing auditory procedures with 224 elementary students with learning disabilities in arithmetic resulted in significant improvements in the Standard Aptitude Test for third-grade scores in computation and concepts, fourth- and fifth-grade scores in concepts, and sixth-grade scores in computations. (CL)