Twenty-four children (8 to 9 years old) who reversed letters were randomly assigned to either the control or experimental group (15 additional minutes of laterality training per day for 4 weeks). Analysis of results demonstrated that training did not significantly affect the number of reversals. (Author/CL)

Part 2 of a two-part series, the article highlights research relevant to learning disability (LD) diagnostic practices, summarizes a study of current diagnostic practices related to learning problem referrals, and contrasts three ethical perspectives used in judging the appropriateness of such activity. (See EC 120 477 for Part 1.) (Author/DLS)

The article emphasizes the need for a uniform format for defining the populations selected for research, particularly with learning disabled individuals. The population descriptions from three studies dealing with some aspect of reading are presented and scrutinized in terms of the four categories. (Author/DLS)

One reversal and two multiple baseline designs were used to assess the effects of punishment on the disruptive behavior of six adolescent learning disability students. During baseline conditions of praise and ignore contingencies, the frequency of inappropriate preacademic behavior was assessed. With the institution of punishment procedures,…

The letter from a parent of an 8-year-old gifted girl with an auditory perception problem relates how the school system failed to meet the child's needs. (SBH)

The author asserts that the one skill that provides an easy competence for all children, spelling, is often neglected by teachers in special education. She discusses the definition of purposeful writing, myths of spelling, and procedures for spelling instruction for the child with learning difficulties. (SBH)

Among the findings of the study of 141 dyslexic, reading retarded, and normal reading children was that the classic pathognomic signs of dyslexia (such as letter reversals and rotations) were reliably associated with poor reading but not specifically with diagnosed dyslexia. (Author/DLS)

The effects of "primal terror", the emotional experience of one's inability to naturally maintain balance in opposition to gravity and to integrate vestibular input, are discussed for children with learning and perceptual problems. (CL)

One-hundred and sixty-four Black, White, and Latino children (7-15years old) with possible learning disabilities were administered the WISC (Wechsler Intelligence Scale for Children) and the WISC-R (Revised) to examine the similarity in the amount of subtest scatter equivalence of meaning, and degree of equivalent diagnosis between the two tests.

In response to S. A. Cohen's paper on research problems in learning disabilities (LD), the author agrees that much research has shown inconsistent and inconclusive results, points out conceptual inadequacies in LD research, stresses the need to define the research population, and differentiates between constructs and behaviors. (DB)

Describes the Science-Technology-Society (STS) movement and the Iowa Chautauqua Model. Discusses the results of studies in Iowa that looked at the effect of STS upon students with learning disabilities. Results indicate that most students with learning disabilities are better served in classes employing the STS approach than they are in…

Assessed the ability and achievement characteristics of 30 self-referred Australian college students who were seeking accommodations under the Disability Discrimination Act. Findings show that the variability of profile patterns requires an individualized approach to assessment and careful application of the accommodations. (SLD)

Interviews of adults with learning difficulties in continuing education revealed that teachers and students had very different definitions of "adult" and of the appropriateness of instructional materials, teaching methods, and classroom management techniques. (SK)