Presents findings from several sources that give results of research in megavitamin nutritional therapy. Examines vitamin therapy in learning disabilities in general, schizophrenia, autism, mental retardation and Down's syndrome, and hyperkinesis. Concludes that holistic approach to treatment is needed and that vitamin therapy, if proven…

A survey of 203 Japanese schools confirmed the existence of 60 cases of nine different special education programs that had operated during the Taisho Era (1912-1926). Children enrolled were mostly underachievers; few were diagnosed as mentally retarded. A side product of this study was the discovery that many schools are preserving significant…

The article suggests a contextualist approach to helping isolated or rejected learning disabled children. In this approach the source of social problems is attributed to both partners in a peer relationship. Rather than remediating the social deficits of the LD child alone, instruction occurs within the context of ongoing peer interactions.…

Comparison of the adaptive behavior of 114 learning disabled (LD) subjects with that of normal and mentally retarded children found that mean scores of LD subjects were intermediate between those of the normal group and those of the mentally retarded group. Scores were lower for secondary than for elementary level LD subjects. (Author/DB)

The study investigated coping strategies of 25 learning disabled university students who were not receiving special services. Testing indicated persistent visual and auditory processing deficits and academic skill deficits. Coping strategies used to compensate for deficiencies included carefully managing their time, purchasing previously…

Evaluation of the Luria-Nebraska Neuropsychological Battery's utility in distinguishing between 30 male adolescents diagnosed as learning disabled (LD) and 30 matched non-LD students indicated that the battery correctly classified 90 percent of the sample with 6.7 percent false positives and 13.3 percent false negatives. (Author/DB)

Discusses difficulties encountered in use of the Scheffe procedure to locate the most significant parametric function within a linear statistical model that has been tested and rejected by, for example, analysis of variance. A solution to the problems is presented. (TJH)

Repeated impedance measures were given over five weeks to 11 autistic, 20 learning-disabled, and 20 normal children. A repeated measures analysis of variance led to the conclusion that fluctuating, negative middle ear pressure greater than normal characterizes both autistic and learning-disabled children with the more abnormal pressures typical in…

Comparison of 30 learning disabled (LD) children, ages 7 to 13, and controls on a computerized test of attentional skills indicated LD subjects committed more omission errors and responded at a slower rate but did not differ from the controls on commission errors, suggesting inefficient allocation of processing resources rather than attentional…

Teachers can increase the written production of learning disabled students by using mnemonic strategies when planning and teaching written expression skills. The STARS (Structure Talking Assistance Reinforcement Self-Management) procedure is designed to provide the motivational remediation that encourages students with limited writing skills to…

The article examines writing characteristics of learning disabled students in five areas (planning, content generation, framing, production, and revising) and reviews remedial teaching techniques appropriate for each area. (DB)

The relationship between psychological development and learning disabilities was examined with 10 learning-disabled male children and 15 adolescents (12 males and 3 females). Common characteristics included problems in work and learning; chronic, low-level depression and anxiety; unconscious concerns about self and others; and character rigidity.…

The Test of Adolescent Language (TOAL) was administered to 7 educable retarded, 23 learning disabled, and 24 possibly gifted adolescents. With 57 percent of the EMR and 27 percent of the LD scoring below the test floor, results suggested that TOAL is not valid for assessing low language levels. (Author/DB)

The efficacy of a keyword mnemonic strategy to teach word meanings was evaluated with 64, 12-year-old learning disabled poor readers. Subjects were instructed via either keyword-image, picture context, sentence-experience context, or control. Results indicated that the students in the keyword condition significantly outperformed other students…

The study examined the social status of 43 elementary grade learning disabled (LD) students who, though based in special classes, joined regular classes up to 18 periods per week. Findings indicated both lower acceptance and lower rejection, suggesting that the LD students are simply not known to their regular class peers. (Author/DB)