Findings support the distinction between "hyperactive" and "nonhyperactive" subgroups of LD children, but suggest that the two subgroups may have a similar biological substrate. (Author/CL)

LD readers' failures were associated with a greater number of word recognition and vocabulary errors suggesting that LD readers were unable to extract enough relevant information to apply a successful line of reasoning. For related information see EC 132 758-768. (Author)

The study evaluated behaviorally the effects of W. Glasser's classroom meetings (nonjudgemental discussions involving the whole class) on the argumentative behavior of ten preadolescent, inner-city, learning disabled children. Appropriate behaviors regarding positive interactions were maintained, and inappropriate argumentative behaviors were…

An in-service program for secondary learning disabilities teachers was based on three premises: adolescents can be motivated, and instruction can be individualized with innovative curriculum materials; contingency management can improve social conduct and academic achievement; and expensive gadgets and large consulting staffs are not prerequisties…

Presents a critical overview of educational screening devices and the means by which they should be judged. Topics discussed include estimates regarding the extent to which school readiness tests are used, objectives of screening, effectiveness of educational screening, defining the at-risk population, measurement problems, and measures for…

Although differences in composite Wechsler Intelligence Scale for Children--Revised (WISC-R) measures were exhibited by children with mental retardation, learning disabilities, and psychological or behavioral disorders, few significant group differences were exhibited. Caution is necessary in making diagnostic statements based on WISC-R profile…

Mathematical learning disabilities (with emphasis on the learner characteristics and system inefficiencies) are discussed and two case studies illustrating commonalities which exist across ages are presented. (PHR)

The need to recognize differing learning styles in children so as not to ignore the gifted but learning disabled student is stressed. The use of games in math instruction is considered and suggestions for presenting word problems in ways which take into account differing styles are offered. (PHR)

Concludes (1) that both learning disabled and "normal" primary school students can learn automatic prime contrast relationships of space, time, and amount and (2) that what they learn remains with them over time. (FL)

It was concluded that computed axial tomography of the brain is not a necessary screening procedure in the evaluation of the child with minimal brain dysfunction or learning disabilities unless there is evidence of a focal neurologic deficit. (Author)

The study was designed to provide a comparison of Peabody Individual Achievement Test (PIAT) and Wide Range Achievement Test (WRAT) scores in 49 learning disabled children (mean age 11 years at initial testing). (SBH)

The article presents the keynote address from the First National Convention (October, 1979) of the Division for Children with Learning Disabilities. (SBH)

The study involves the use of 20 subtests from various instruments designed to measure potential learning disabilities in college age students. The data show mechanical writing conventions rather than conceptual language skills to be deficient in college freshmen with problems in English composition. (Author)

The study examined the relationship between two auditory perceptual skills--sound blending and auditory closure--and reading performance in 76 learning disabled elementary school children. (Author/PHR)

Picture fading methods previously demonstrated to be effective with moderately and severely retarded individuals were used to teach 12 sight words to two learning disabled students (ages 8 and 10). (Author)