Described is a model designed to aid children with learning disabilities that is said to provide quality educational programing for learning disabled children, that maximizes the effect of the limited number of trained learning disabilities specialists available in the public schools, that maximizes the limited number of programs available for…

The physical growth of 46 school-aged twins with academic difficulties was examined and compared with that of matched controls. (Author/DLS)

The effects of a school consultation program were reviewed through an analysis of referral patterns of teachers over a seven-year period. The provision of consultation services was found to result in a pattern of decreasing referrals on the part of teachers over time. (Author)

Presented is a discussion--based upon a small-scale survey of the reading needs of adults--of the importance of teaching reading to the learning disabled and those with less severe learning and reading difficulties. (DLS)

The study found that in the absence of a history of negative consequences, an all-positive management system for eight first- through third-grade children with academic and/or classroom behavioral problems was not sufficient to maintain on-task rates of academic accuracy. The addition of negative consequences immediately improved on-task behavior…

Hearing-impaired postsecondary students' special needs include visual reinforcements, academic tutoring, and recognition of their language-related problems. Tactics suggested are (1) using qualified support faculty, (2) establishing course entry requirements, (3) using visual aids, (4) using academic tutoring, and (5) having written materials…

Procedures and reinforcements for four games (Punctuation Game, Phrasing and Expression Game, Check and Double-Check Self Correcting Game, and Syllabication Game) are described. (JW)

Nine poor spellers (8-13 years old) received four alternating experimental treatments during a 16-week spelling program. Results indicated that student-directed instruction that incorporated visual and verbal cues was most effective in increasing children's spelling accuracy. (Author/CL)

Both risk groups experienced marked difficulty with the proximal feedback and distal contingency tasks. With proximal feedback, 6-month-old CNS-related risk and non-CNS-related risk groups failed to learn to control the contingency, whereas at 12 months all groups learned. The distal feedback task also differentiated between the normal and…

The London Procedure, a diagnostic/prescriptive instrument for adult basic education, is found to lack content validity, to make arbitrary interpretations of results, and not to reflect current research in literacy acquisition and learning disabilities. (SK)

Analysis of learning style, error clusters, and grade equivalents of 53 delinquent adolescents and 51 junior high students revealed significant differences in type and prevalence of multiple error clusters within eight educational skill areas and across eight combined skills. Significantly higher prevalence of school problems among delinquents was…

The California Test of Mental Maturity, Short Form (CTMM-SF) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) were compared in a sample of Black and White children (N=155). Results indicated that ethnicity was the only significant effect, with Black children obtaining lower scores than White children. (LLL)

An analytic scoring system developed to identify and quantify specific formal features of written language is described. Under the categories of Conventions, Complexity, Fluency, and Organization, the system provides guidelines for determining correct and nonconforming structures and usage, describing clause construction and length, classifying…

A review of ERIC documents. (DD)