Asserts that, because of frequent interruptions and changes in their learning environments, highly transient children may display symptoms similar to those of specific learning disabilities. Urges educators to distinguish between these two problems in diagnosis and referral. (Condensed from "The Arizona Administrator," May 1981, p7.) (Editor/SJL)

The learning opportunities center for special needs community college students at Kingsborough Community College in Brooklyn, New York, uses procedures such as individual and small group tutoring, one-to-one and group counseling, direct classroom intervention, faculty orientation and consultation, and bypass techniques and materials. (LRA)

The concept of equivalence is shown to be an elusive one that provides difficulty for preschoolers through college students. The idea persists that the equal sign is a "do something," or operator symbol, rather than a symbol for an equivalence relation. (MP)

A study was made of the usefulness of the Infant Rating Scale (IRS) in the early identification of learning difficulties. Thirteen hundred five-year-olds were rated by their teachers after one term in school. The structure of the IRS, its reliability, and predictive validity are examined. (Author/SJL)

A remedial instructor recounts experiences with a fifth-grade mainstreamed student with learning problems and a disruptive home environment. (HTH)

A two-year study of learning disabilities found in association with French immersion programs indicates that children encountering difficulty in primary French immersion programs have a specific learning disability characterized by a pattern suggesting a maturational lag in the temporal lobe regions of the brain. (JMF)

It is argued that the general learning difficulties exhibited by mentally retarded persons are similar in many respects to the learning difficulties of nonretarded persons who are in a state of learned helplessness (M. Seligman, 1975) or who are external in locus of control orientation. (Author)

Suggests that much of the trouble people have with numbers is linguistic. Points out differences between language and mathematical dimensions of math terms. Gives tips concerning reading of math problems, finding out what messages children are receiving, and the importance of basic number facts and estimation. (RH)

Five types of errors in an information-processing classification are discussed: language difficulties; difficulties in obtaining spatial information; deficient mastery of prerequisite skills, facts, and concepts; incorrect associations; and application of irrelevant rules. (MP)

A teacher discusses his attempt to analyze his pupil's difficulties with arithmetic by looking at the component parts of each operation. (MP)

Students who learn well through left hemisphere brain input (oral and written) have minimal practice in using the right hemisphere, while those who are more proficient in right hemisphere (visual) input processing are handicapped by having to use primarily their left brains. (MB)

Describes the role of the liaison teacher who attempts to bridge the gap between teachers and social workers. (Editor/RK)

Assessed Caramazza and Miceli's graphemic buffer organization theory by comparing the performance of two patients with graphemic buffer disorder. Noted effects of orthographic structure, deletions, insertions, and transposition. Found that neuropsychological evidence does not at present support the concept of the orthographic syllable. (MOK)

Sensitizes high school and college teachers to challenges that students often have with mathematical symbols and suggests instructional strategies that can reduce such difficulties. Discusses various uses of symbols and identifies common difficulties encountered as students verbalize, read, and write symbols. Offers teaching strategies that can…

Almost 15 percent of children from 6 to 19 years old have some degree of hearing loss in one or both ears. Offers guidelines for screening students' hearing and recommends that interventions begin with classroom acoustics, which affect all children including those with normal hearing. Includes strategies for accommodating hearing-impaired…