An unadjusted low-achievement criterion was compared with a regression-discrepancy criterion for identifying learning disabled children. The use of an unadjusted achievement raw score criterion resulted in misdiagnosing many children as learning disabled, while failing to identify many others. Different sets of predictor variables were associated…

Three experiments exploring the relationship of cognitive effort to the differences in word recall between skilled and learning disabled readers are described. Results suggest the amount of cognitive effort that can be effectively expended to produce a distinctive memory trace is related to individual differences in attentional capacity.…

An investigation of effects of information processing models on instruction showed that strategy and metacognitive instruction is infrequent in teacher-child interactions; a behavioral paradigm captures most teacher-child interactions; what teachers say and do is discrepant; and content of teacher-child verbal behavior varies minimally between…

The article reviews the phenomenon of learning disabilities existing along with giftedness, discusses clinical impressions of LD gifted students, offers guidelines for identification and intervention (acceleration and enrichment), cites existing model programs, and notes the importance of counseling and training for parents. (CL)

Discusses lack of courseware for deaf and learning disabled; presents results from a survey which indicate that microcomputers are used in schools for the deaf despite lack of courseware; describes current exploratory and programed learning courseware; discusses its effectiveness; and reviews problems, weaknesses, and future potential for…

Presents a classroom method by which teachers can decide upon the placement of and type of instruction for reading disabled children. (FL)

Describes the successful team-teaching model used to combat learning disabilities in Iowa City (Iowa) secondary schools. Regular and special education teachers work together with selected students in traditional classroom settings. The model promotes improvements in students' self-concepts, absence rates, and academic achievement, as well as in…

Compares 20 learning disabled children with Exner (1978) norms on nonpatient, withdrawn, and behavior problem children. The findings clearly show differences in perceptual accuracy, affective ratio, egocentricity index, and reaction to emotion-laden stimuli. (JAC)

Eight commonly used discrepancy formulas were applied to the IQ and achievement scores of a sample of 92 potentially learning disabled children, 7 to 12 years old. The formulas yielded strikingly disparate results in terms of the number of children identified as learning disabled by each. (SW)

The role of subvocalization in 12 learning disabled (LD) adolescent readers' comprehension difficulties was studied. Nondisabled and LD readers were compared on silent reading and listening comprehension of noun lexical, verb lexical, semantic, and inferential sentences under conditions of suppressed and nonsuppressed subvocalization. (Author/SW)

This critique, of Cummings and Moscato's review (TM 508 777) of the Woodcock-Johnson Tests of Cognitive Ability (WJTCA) argues that the WJTCA is biased toward achievement resulting in a discrepancy of scores for learning disabled students. This bias is incompatible with the aptitude/achievement discrepancy model of specific learning disabilities.…

Correlational analysis of observed reciprocal interactions of 15 students from each group of learning disabled, behavior-disordered, and regular elementary students, and their peers, teachers, and classroom aids indicated that negative peer-student interactions were reciprocal and that positive or negative teacher-student interactions were not…

Evaluated the effectiveness of oral reading for improving reading comprehension of 11 educable mentally handicapped or severe learning disabled adolescents who answered comprehension questions from a short factual article. Oral reading appeared to improve comprehension among the poorer readers but not for readers with moderately high ability. (JAC)

Teachers and classroom aides of learning disabled pupils were asked to complete the Conners Abbreviated Teacher Rating Scale (CATRS) on two separate occasions, one month apart. Inter-rater reliability for teachers (.866) and for aides (.602), and reliability across time for teachers (.866) and aides (.603) achieved acceptable levels. (Author/BW)

Administered the Luria-Nebraska Neuropsychological Battery-Children's Revision (LNNB-Children's Revision) and The Minnesota Percepto-Diagnostic Test (MPD) to 40 learning disabled students. Low correlations were found between MPD T scores and the LNNB-Children's Revision Scales, but raw scores from the MPD had somewhat higher correlations with the…