Research is reviewed on language growth between 10-14 years in children with language-learning disabilities. Delays are discussed in semantic development, concept formation, syntactic development, memory, and pragmatics. A strategies-based intervention focus is described along with the need for counseling and for developing adaptive coping and…

Three significant canonical correlations were obtained from the analysis of the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Woodcock-Johnson Tests of Cognitive Ability (WJTCA) to examine test overlap with a sample of suspected learning disabled children. Results indicate a substantial portion of the variance is independent.…

Examined the effect of Systematic Training for Effective Parenting (STEP) on the attitudes of 38 parents of learning disabled children. Results indicated that parents participating in STEP became more accepting and trusting than controls, and their children's locus of control became more internal. (JAC)

Examined the Wechsler Intelligence Scale for Children-Revised (WISC-R) profiles of learning disabled children (N=46) from the Papago culture. Analysis suggested that learning disabled Papago children were not characterized by Spatial > Conceptual > Sequential pattern because WISC-R performance of these children was similar on Sequential and…

The article reviews validity and reliability studies on the informal reading inventory, a diagnostic instrument to identify reading grade-level placement and strengths and weaknesses in work recognition and comprehension. Gives suggestions to improve the validity and reliability of existing inventories and to evaluate them in newly published…

Describes the role of the Learning Needs and Evaluation Center at the University of Virginia, which provides diagnostic testing for learning disabilities as well as psychological consultation. Usage trends are discussed as well as coping patterns of LD students. (JAC)

Evaluated the validity of the Slosson Intelligence test as determined by the Wechsler Intelligence Scale for Children-Revised (WISC-R). Results indicated that the Slosson correctly predicted functioning level to within 10 IQ points of the WISC-R Full Scale scores for 88 percent of the subjects. (LLL)

SPELL MASTER, a microcomputer-based spelling instruction system, provides the basis from which teachers can individualize learning disabled students' spelling lessons. Additional features include provision of daily and cumulative reports and establishment of criterion-referenced tests to place and monitor spelling performance. (CL)

Suggestions and background information are offered for audiologists, speech-language clinicians, teachers, pediatricians, and psychologists dealing with language and learning problems that appear to be related to auditory processing deficiencies. (CL)

A teacher of secondary learning disabled students describes an effective way of teaching grammar, mechanics, and usage by focusing on revising and editing of the students' own work. (CL)

The problem of choosing educational and psychological tests to identify students with learning disabilities is discussed within a cost-efficiency framework. An efficiency index for estimating the classification accuracy of tests is presented and the use of expert judgment and the cost-effectiveness ratio is demonstrated with a numerical example.…

Seven clusters were identified from results of instruments measuring family social environment and family and child characteristics and behavior in 218 families with mildly retarded and educationally handicapped children (average 12 years). Ethnography and interview reports are presented for four of the families, and implications for…

Outlines the concept of working memory, with particular reference to a hypothetical subcomponent, the articulatory loop. Discusses the role of the loop in fluent adult reading, then examines the reading performance of adults with deficits in auditory verbal memory, showing that a capacity to articulate is not necessary for the effective…

An approach to teaching reading to learning disabled students is described and a sample lesson presented, based on a theory of deviance centering on developmental stages that correspond to chronological age. (JW)

Parents are given ten tips for helping their learning disabled child with out-of-school assignments in a useful and productive manner. (JW)