Stein and Glenn's (1979) story schema provided the framework for testing 18 reading disabled adults' recall of stories that they had heard on tape, read orally, or read silently. For each schema category, no significant difference was found in the proportion of statements recalled across the three modes of presentation. (Author)

Thirty learning disabled boys from a segregated private school for learning disabled children and 22 from a public school mainstream program and 22 nondisabled boys performed two physical fitness tests. Normal achievers performed significantly better on one of the tests; there were no differences between the two samples of learning disabled…

The effects of reinforcement contingencies on task performance of bisensory missing words were studied with two students (about nine years old): one learning disabled (LD) male with an auditory preference and one LD female with a visual preference. Reinforcement contingencies were found to control both students' performances. (Author/SEW)

Objections to the traditional categorical model of special education are followed by a summary of administrative factors supporting the tradition. Reasons underlying the persistence of the categorical approach are seen to include misconceptions about the nature of the disability categories. Learning disabilities are cited as an invalid and…

The Motoric Music Skills Test was administered to 103 public school children, ages five through nine. Improved skills were related to age, and normal subjects attained a better performance in the areas of motor pattern coordination, eye-hand coordination, and speed and range of movement. (Author/RM)

The Basic Skills Improvement Program, adapted from a resource program model, serves learning problem adults unable to benefit from traditional adult education. Participants are evaluated through an interdisciplinary approach, and a short-term small group instructional program is designed for them. (CL)

Compares performance and verbal IQ scores of 38 normal and 34 specifically language-delayed children ages 5 to 8 1/2 years. Results do not support the hypothesis that language delay in children is related to a nonverbal cognitive deficit. (Author/RH)

The syntactic proficiency of 67 learning disabled children was evaluated during a task requiring them to convey information to a listener. Learning disabled children in all grades were found to produce shorter mean main clauses than nondisabled children even on this relatively simple communicative task. (Author/SEW)

To examine individual differences among 20 elementary grade learning disabled poor readers in use of contextual cuing to aid word identification, words were presented in both connected text and in isolation. Group statistical analysis found a significant effect favoring context over isolation, although individual analysis favored isolation for…

Results of a study involving five learning disabled elementary students with deficient oral reading skills indicated that increased oral reading rates were related to systematic correction procedures, and that the word-supply procedure was relatively superior to the phonic analysis method. (Author/CL)

Teachers can help learning and behavior disordered students in middle and secondary grades develop self control through a strategy in which students are taught to stop, look, listen, and think before carrying out a task. The final step is to reinforce themselves. (CL)

Discussed are the different ways the term "brain dysfunction" was interpreted and advocated by special educators, parents, persons concerned with social problems, and other groups urging that the condition be recognized through federal legislation. (Author/RM)

The author proposes two theoretical constructs from cognitive psychology planning and limited central processing to aid understanding of the complexity and inefficiences in study performance of learning disabled (LD) children due to memory problems. Applies the constructs to memory development and instruction and provides recommendations for…

In Sunnyvale, California (the computer industry's "Silicon Valley") two teachers of elementary learning disabled (LD) students took a course in microcomputers, acquired three microcomputers with a grant, and trained the students to use computer-assisted instruction, with such results as that in one year, 37 LD students tutored 100 primary…

The article posits that emotionally disturbed (ED) children routinely are diagnosed as learning disabled (LD), a situation deriving from diagnostic problems and inadequacies of definitions. Among suggestions made for special educators are knowing ED and LD definitions, and becoming assertive as evaluation team members. (MC)