The Woodcock-Johnson Psycho-Educational Battery was administered to 41 learning disabled college students. A modified subtest profile was used to facilitate the examination of the pattern of subtest scores for the Cognitive Factor Cluster Scores. Results suggest examiners should carefully inspect subtest scores and not rely on cluster scores to…

E. Burns' (1984) attempt to explain the below average mean IQ scores reported for samples of learning dsabled (LD) students through the use of the bivariate normal probability distribution was examined. Alternative explanations which focus on issues related to the referral, identification, and placement of children are presented.(Author)

The Sentence Combining Test was administered to three groups of college students (N=45) identified as learning disabled (LD), normal, and basic (underachieving) writers. Among results was that LD writers made a higher percentage of meaning errors across all subtests. (Author/JW)

Thirty learning disabled (LD) elementary students participated in weekly group counseling sessions for 10 weeks. When compared to a control group, results (based on teacher ratings and other measures) indicated that the intervention was beneficial in improving acting out and distractibility behaviors and one area of self-concept. (Author/JW)

A strategy, based on organizational change literature, for establishing a college program for learning-disabled students includes such crucial steps as assessing the change effort (nature of the change, environmental factors, initiators of change), establishing a campaign plan (program and decision centers), and developing deployment tactics…

A comparison of the story-writing abilities of learning-disabled (N=47), low-achieving (N=15), and normal-achieving (N=19) third-, fifth-, and seventh-graders revealed age- and learning capacity-related differences in the categories of story, primitive story, action sequence, descriptive, and expressive skills. (Author/CB)

The article considers various learning disabilities in mathematics and suggests teaching approaches such as ways to increase instructional time and the importance of building both computation skills and concepts. (DB)

Suggestions and ideas are offered for special education teachers making decisions about both the quality and quantity of mathematics practice activities and games for use with slow learners or learning disabled students. (Author/DB)

A systematic decision making process to help match characteristics of the learning disabled (LD) student, characteristics of the postsecondary institution, and characteristics of the LD support program is described. (Author/DB)

Elementary level learning disabled (N=32) and regular class children matched on reading age were given either general or specific instruction on how to use a cross-referencing technique to evaluate internal consistency of text. Subjects who received the explicit instruction demonstrated high performance in both comprehension monitoring and reading…

When temperament, self-concept, and locus of control were compared among learning-disabled (N=38) third- through sixth- graders and matched peers, a multivariate difference was demonstrated with specific univariate effects in task orientation and social flexibility, partially supporting the characterization of learning-disabled students as…

When second- through fifth-grade learning disabled (N=24) and nonhandicapped (N=24) boys were shown four hypothetical social situations and then interviewed about social interaction goals and strategies, the learning-disabled students were found to perform with less social competence and at lower developmental levels than nonhandicapped peers in…

A three-stage procedure for formulating and monitoring individualized objectives for learning disabled high school students includes: (1) surveying global writing successes and failures; (2) analyzing reliable patterns of selected writing features; and (3) selecting instructional priorities through ongoing negotiation between instructors and…

Teaching appropriate composition strategies and self-management routines to inefficient learners can improve their writing. The composition-strategy training intervention program requires (1) task and learner analysis; (2) selection, introduction, acquisition, and evaluation of selected preskills, composition strategies, and metacognitive…

Consistency with flexibility can be provided in a remedial reading program for learning disabled elementary grade students with a seven-step program involving oral language remediation, alphabetic-phonetic instruction, auditory analysis, Glass analysis, (decoding, Glass, 1973) neurological impress, and strategies for comprehension. (DB)