It is argued that the same problems associated with the learning disabilities classification for hearing children may accompany this emerging classification for deaf children. Problems are discussed in light of instructional methods, individual learning and motivational styles, and parents' tendency to promote the learning disability level.…

The Interactive Diagnostic Model, intended to facilitate disability interaction between teacher and clinician on behalf of the young language handicapped child, is described. Four levels of interaction are discussed: identification, diagnosis, management, and follow-up. (JW)

Differences in the meaning of the terms "learning" and "achievement" are discussed, with implications for appraisal, placement, curriculum, and instruction. Visual discrimination learning, paired associate learning, adapting to learning, and learning to learn are illustrated with references to learning disabled students. (MNS)

Examines the evidence that supports using the technique of repeated readings to increase the reading fluency of students with reading difficulties. (HOD)

Inhelder and Piaget found that somewhere between 12 and 15 years of age, children's thinking shifted from concrete to formal operations. To determine if this shift occurs at approximately the same age for learning disabled children (N=27) compared to normal learning children (N=27) was the task of the study reported. (JN)

Contends that a recent examination of this author's research by Coolidge (1983) regarding distinguishing between learning-disabled and emotionally disturbed children ignored level and dispersion of subtests and belied the original multivariate logic of group discrimination. Discussed the comparative deficit in perceptual organization for…

Reviews attempts to adequately define dyslexia with a focus on recent efforts at developing a nosology of dyslexia and discusses the neurological basis of reading and severe reading failure with an emphasis on validating evidence provided through brain-mapping procedures and postmortem studies. (HOD)

Teacher-completed Behavior Problem Checklists on 316 learning disabled older boys and 225 younger and 77 older girls were factor-analyzed. Results partly replicated prior research with nondisabled and disabled populations identifying two broad dimensions of psychopathology--environmental conflict and personal disturbance--but also revealed…

Presents some salient points of Jim Ysseldyke and Bob Algozzine (professors of special education) regarding assessment of and decision making about learning disabilities. (HOD)

Case studies of a third grader, sixth grader, and college student demonstrate differences in literacy problems among the gifted/learning disabled. An informal tool to diagnose writing problems is demonstrated. An instructional approach which considers developmental, remedial, and adaptive student needs is examined along with three sample…

Correlational analysis revealed no significant relationship between performance on the Social Interpretation Task and behavior rating scores for 24 learning disabled, seriously emotionally disturbed, and educable mentally retarded students (seven-17 years old). Results do not support many of the clinical observations made by leading professionals…

Two learning strategies--visual imagery and self-questioning--designed to increase reading comprehension were taught to six learning disabled secondary students. Results indicate that LD students can learn the two strategies and can apply them in both reading ability level and grade level materials. Use of the strategies resulted in greater…

Investigated the best short form of the Wechsler Intelligence Scale for Children (Revised) in a comparison of 234 learning disabled students and 290 referred but ineligible children. Results suggested that Sattler's (1982) tetrad is a good predictor of Full Scale Intelligence for learning disabled students. (JAC)

Defines dyslexia, discusses the problems caused by it, and suggests sources of help for dyslexic college students. (EL)

A 10-day aquatics program for learning disabled children with hand-eye coordination problems and low self-esteem is described. Activities for each session (including relaxation exercises) are listed. (CL)