A stages-of-learning model was used to examine effects of picture-word manipulation on storage and retrieval differences between disabled and nondisabled grade 2 and 6 children. Results showed that disabled students are poorer at memory tasks and in developing the ability to reliably retrieve information than nondisabled children. (Author/RH)

To explain reading level clearly to parents of learning disabled children, teachers must focus on two broad areas: the differences between standardized tests, and the occasional mismatch between sequence of instruction and the test items, per se. (CL)

A survey of 50 school districts assesses the extent to which special educators are moving beyond drill and practice software with learning disabled and emotionally disturbed students and identified factors preventing or discouraging applications beyond drill and practice. (Author/CL)

Analysis of drop-out rate, basic skill competency level, and employment status of 60 learning-disabled (LD) postsecondary age youth and 61 non-learning-disabled (NLD) same-age peers indicated significantly higher drop-out rates and significantly lower basic skills competency levels among LD youth. Significantly fewer LD and NLD high school…

To determine whether the preponderance of males in classrooms for the learning disabled (LD) constitutes sexual discrimination, an objective index involving the discrepancy between expected and actual achievement was calculated for each student. No evidence was found to indicate sexual bias in diagnostic and placement practices. (Author/ABB)

The emotional component of learning disabilities is examined, and case study excerpts are cited to illustrate problems encountered with matters of self-concept and self-esteem, social perception, and personality functioning. The need to help children compensate emotionally for their difficulties is emphasized. (CL)

In a study of the effects of modeling on the abilities of learning disabled (LD) and nondisabled boys, grades two to eight, to interview classmates, a dialog model increased LD children's production of open-ended questions and comments. Results suggest LD children are aware of their difficulties in conversational interaction. (MSE)

Invstigated the construct validity of the Kaufman Assessment Battery for Children (K-ABC) with 19 learning disabled and 13 educable mentally retarded elementary students. Correlations with the Wechsler Intelligence Scales for Children (Revised) suggested the K-ABC is a valid measure of general and performance areas of intelligence. (JAC)

Results indicated that teachers of the learning disabled and teachers of the mentally retarded shared similar views concerning skills/competencies needed, while teachers of the behaviorally disordered differed in their ratings of skills/competencies when compared to teachers of the mentally retarded and learning disabled. (Author/CL)

Points out that word processing can be integrated into special education programs and that teachers can gain confidence in their ability to teach word processing to special education students. Inservice programs and effects of word processing instruction on special education students are among the topics addressed. (DH)

The Center for Research and Development in the Application of Technology to Education project identifies effective uses of new technologies for the learning disabled. Areas investigated include effective instructional design principles, program design strategies, adjusting technology for individual learners, software development, and use of…

Attention disorders and learning disabilities were investigated through time sampling in 16 classrooms for the educationally handicapped. When attending behavior was compared with discrepancy between obtained and expected achievement, a relationship confirming the importance of attention in the development of learning disorders was discovered.…

The attitudes of preservice teachers toward mainstreaming disabled students were investigated before and after special education classroom experience. Results are discussed. (DF)

Reviews a test of nonverbal intelligence that uses stimulus materials and task situations that are not confounded by language impairment or other handicaps. (HOD)

Teacher ratings of 94 learning disabled and 241 normal girls, grouped as three age levels, on school emotional and behavior problems revealed that personality problem (e.g., anxiety, withdrawal) was the only factor dimension that differentiated LD from non-LD girls, and these differences were not apparent at every age level. (Author/CL)