Current literature on identification and instructional remediation of subtypes of learning-disabled readers (LDR) are reviewed. Preliminary findings suggest that not all LDR children manifest the same oral language, memory, and perceptual deficits that impede decoding accuracy and efficiency and all do not respond equally well (or poorly) to the…

Assists teachers by helping them to recognize problems in mathematics that are often demonstrated by students with suspected or diagnosed learning disabilities. Also suggests remedial and compensatory techniques to help these teachers cope with such problems. Dyscalculia, hyperactivity, distractability, and perseveration are among the problems…

Use of manipulatives in teaching mathematics to the learning handicapped and mathematically gifted students is discussed. Includes a six-step sequence which has proved helpful in work with most learning handicapped students and a list of mathematical concepts/terms that can be developed using manipulative aids with the gifted students. (JN)

Analyzed the policy statements of various university admission testing programs for accommodation to handicapped test takers. Results indicated that for all tests except the Pharmacy College Admission Test and the Dental Admissions Test requests for nonstandard testing are made at registration. Implications for admissions officers are given. (BL)

The author examines current issues in the field of learning disabilities and notes the absence of national leadership, difficulties with the definition issue, ineffective and inconsequential research, thoughtless approaches to mainstreaming, and ill-advised noncategorical teacher education. (CL)

Children were interviewed in two studies to compare the attribution patterns of those with and without learning problems. Normally achieving children in both studies followed the expected pattern of attributing success more internally and failure more externally. Learning disabled children did not follow the expected pattern for failure.…

Multiply handicapped mentally retarded and learning disabled preschool children participated in a series of learning tasks designed to clarify task-related effects of modeling-based mental imagery training experiences. Facilitative effectives of modeling occurred for all learning tasks, were most apparent for associative learning and with learning…

Structural equation modeling procedures were used to verify a causal relationship between the phonological, word recognition, reading rate, and comprehension components of the reading process. Results indicated proficiency in phonological skills was important for development of word recognition ability, a major contributor to reading…

Compares and contrasts the abilities of normal and learning disabled students to abstract spelling patterns in the course of their acquisition of spelling skills. The performance of the learning disabled was significantly below that of the normal students. In addition, error analysis indicates that the responses of the learning disabled spellers…

The article examines the characteristics of students with both learning disabilities and giftedness. Typical traits of this population are considered in terms of measured IQ, academic achievement, cognitive skills, interests, creativity, personality, and learning styles. (CL)

WPPS (Weschsler Preschool Primary Scale of Intelligence) and screening test scores of 72 children at risk for learning disability at age five were examined three years later. At follow-up there were 32 poor and 40 good readers. Both groups had average intelligence at age five and had received similar special help. (Author/CL)

A review of the literature on learning disabled adults summarizes research in the following areas: persistence of learning patterns in adulthood, level of education, school adjustment, employment characteristics, social and family adjustment, independence, and types of adult therapeutic interventions. (JW)

The keyword and pegword methods, related mnemonic strategies to improve performance in encoding and retrieving factual information, are described as effective procedures for helping special education and remedial students increase their learning and memory skills. (JW)

Observation of 97 teachers during group instruction of elementary students with mental retardation, severe multihandicaps, and learning disabilities and/or behavior disorders revealed that teachers made limited use of praise over criticism in managing classroom behavior. (CL)

Discusses the uses and limitations of a test designed to identify that reading disabled subgroup whose principal deficit is in the ability to deal with visual stimuli holistically. (AEA)