Analyzes two commonly used reading programs and indicates their implications for the mainstreamed learning disabled child. (FL)

The two most common concerns of parents of children with learning disabilities are the social acceptance and future of the child. These children can only build a feeling of self worth through parental acceptance. The parent should avoid indulging in guilt feelings and focus on the child's strengths instead of weaknesses. (JN)

Discusses how school counselors can use structural family concepts in dealing with learning disabled children. Suggests this model aids counselors in presenting a holistic picture of the child to families and educational specialists. Proposes a family systems perspective and suggests that linking teams and family can achieve effective use of…

Attributes much of "illiteracy" and "learning disability" in Canadian schools to factors such as parents' social class, definitions of literacy, and validity of readability measures. Iceland's tradition of family responsibility for early childhood education, status for national authors, and home exposure to reading might be…

Reports how a teacher developed practical methods for raising the reading scores of low ability, learning disabled students. (RL)

A rationale for the integration of the principles of behavior therapy with those of neuropsychology is provided. Theoretical issues, empirical considerations and future directions pertaining to this area of specialization are discussed, with special reference to the practice of school psychology. (Author/AL)

Reasons for poor performance on the Digit Span subtest of the Wechsler Intelligence Scale for Children-Revised were examined, using learning disabled (LD) children who performed poorly on the test, LD children who performed normally, and average children. One LD group was unable to establish mnemonic codes for familiar auditory stimuli.…

The Student's Perception of Ability Scale (SPAS) was developed for use with students in grades 3 to 6. The test was determined to have relatively high reliability and reasonably strong validity. Data showed SPAS clearly differentiates between learning disabled and non-learning-disabled students. (Author/CTM)

Five first-grade English as a Second Language children who had been labelled nonverbal were put in a more loosely structured, tension-free situation and were encouraged by the teacher to talk freely under a variety of circumstances. The new conditions aided teachers in eliciting a great deal of speech from the students. (Author/PJM)

Twenty-eight normal and 28 learning disabled children were given the Bender-Gestalt Test under instructional sets of low (standard) attention or high attention. Results failed to support the hypothesis that high attention instructions would lead to differential recall performance of the diagnostic groups.

The way a particular clinician judges, from data, the degree to which a child is in the category "learning disabled" was modeled on the basis of clinician's statement of the traits that comprise the handicap. The model illustrates the use of fuzzy set theory. (Author/RL)

PPVT and WISC-R scores were compared for students ranging in age from 6 to 16. In descending order, Pearson product correlations ranked best for the total sample, emotionally disabled, regular class, mentally retarded, and learning disabled. The PPCT overestimated ability. (Author)

Aspects considered include cognitive and social development, the preschool prediction of learning disabilities, patterns of environmental processes in learning disabilities and mental retardation, environmental disadvantages, and biological determinants. (Author/DLS)

Presents a case study of an elementary school child with a learning disability to illustrate that both performance and disability have to be understood in terms of the social environments with which they are linked. (FL)