Investigated was whether the visual discrimination performances of 16 primary-grade, conceptually impulsive school children could be modified by altering the directions and administration procedures of a visual discrimination match-to-sample test. (Author/JYC)

Two measures of outerdirectedness were used with 30 educationally handicapped and 30 normal males in the second, fourth, and sixth grades. (CL)

For availability, see EC 103 600

Discussed is the Connectionist-Cue Concept (3 Cs Method), an approach to helping young reading disabled children see the relationship between visual symbols and speech sounds. (CL)

Explored are the characteristics of social misperception (both verbal and nonverbal), its historical foundations (taken from the psychological and educational literature), and its relation to learning disabilities and to emotional disturbance; a differential diagnostic system is offered. Counselors are given techniques by which they can assist…

Investigated with 179 regular class students and 108 learning disabled students (grades 1 through 4) was the incidence of middle ear pathology and general levels of language functioning. (Author/IM)

Results of a study of process assessment (assessing children by teaching them new material) of four children (mean age=6.6 years) with delayed reading skills are discussed in terms of the classroom use of measurement of children's retention. (CL)

The article deals with the problem of scientific definitions, focusing on its application to learning disabilities. (DLS)

Discussed are problems and procedures in setting goals and objectives for learning disabled children in the implementation of Individualized Education Programs required by the Education for All Handicapped Children Act. (Author/ DLS)

Forty-three elementary students with learning disabilities in mathematics were administered a variety of measures to examine the relationship between selected language and visuospatial skills and mathematic achievement. (Author/DLS)

Available from: Council for Exceptional Children, 1920 Association Drive, Reston, Virginia 22091.

The case study protrays a conflict between the parents of an 11-year-old boy with reading disabilities and the school which the child attends. (SBH)

The author reviews problems in the field of learning disabilities. (Author/SBH)

In this paper the rationale for, and potency of, concurrent parent child treatment or ungoing family therapy when one member has a learning handicap are discussed. Family functioning and the impact of the disability on the family's dynamics are assessed, particular interventions delineated, and a case cited illustratively. (Author)