The auditory perception skills of 32 learning disabled (LD) and 32 non LD culturally different elementary pupils were compared. Results of the Wepman Auditory Discrimination Test and three subtests of the Illinois Test of Psycholinguistic Abilities indicated consistent differences between the two groups on all four measures of auditory perception…

The author asserts that for many types of learning disabled students, integration with regular class students is desirable, and that a comprehensive analysis of the educational service delivery system is needed to achieve this goal. Disadvantages of the special class arrangement are described in terms of cost benefit, psychological growth of the…

Presented is a position paper on learning disabilities developed by the Region 9 Task Force (State education directors or their designates from Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, Rhode Island and Vermont). It is explained that the Task Force met in March 1976 to share state and regional concerns about definitions,…

Responding to J. Lerner's article on differences between the fields of reading and learning disabilities (EC 081 334) the author suggests that Lerner fails to distinguish between corrective reading and remedial reading, misunderstands learning disabilities as including only learning problems with neurological bases, and misconstrues task analysis…

In response to J. Lerner's paper (EC 081 334) on differences between the fields of reading and learning disabilities, the author suggests that differences be minimized by using behavioral terms to describe learning problems, using task analysis to pinpoint both the whats and hows of teaching, and developing interdisciplinary training programs. (DB)

In response to J. Lerner's paper (EC 081 334) on differences between the fields of reading and learning disabilities, the author questions Lerner's logic in some of the distinctions made and the definitions provided. (DB)

An approach to children with behavior problems and learning disabilities, based on viewing each child in the class as an individual, is presented. (Author/BD)

The article is a continuation of a detailed review of the book "The Neuropsychology of Learning Disorders," edited by R. M. Knights and D. J. Bakker. (Author/SBH)

The Basic School Skills Inventory (BSSI), a longitudinal rating scale, and the First Grade Screening Test, a group readiness test, were administered to 159 kindergarteners. (SBH)

The philosophy of mainstreaming all students must include the teacher's understanding of the nature of the student's learning problem. The teacher needs specific suggestions concerning alternative methods from which each individual can profit. (Author/MLF)

The author presents a detailed outline of a Modified Association Method (MAM), a language remediation program using a structured multisensory approach for use with school aged, learning disabled children. (SBH)

Some procedures used for teaching a learning-disabled child are suggested as good teaching practices for the regular classroom. (MP)

Reviewed are the literature and research on reading comprehension with elementary aged learning disabled and normal children as well as two specific programs designed to develop reading comprehension skills. (DB)