Effects of learning names for random nonsense shapes prior to a probe-type serial-recall task were investigated in disabled readers. No differences among reading groups on recall strength of primary recall were found, suggesting similar verbal skills. (Author)

The effect of incarceration on the academic growth of learning disabled juvenile delinquents, as well as the relationship between rate of achievement during incarceration and tenure in the institution, were investigated. Results showed that incarceration did increase academic achievement but that a negative relationship existed between tenure and…

Learning-disabled (LD) students showed significantly less argument on the importance ratings of story idea units than did normal students. Cue selection before recall depressed performance of the LD subjects relative to that of normal college students. (Author/PN)

Results of study designed to compare diagnostic and prescriptive decisions of 90 reading specialists and teachers about a fourth grader experiencing reading difficulty found the Ss made very similar diagnostic and prescriptive decisions except for establishing the child's instructional reading level. Then reading specialists and LD and Title One…

The author responds to an article (EC 151 569) questioning the federal definition of learning disabilities (LD) because federally funded child service demonstration centers did not adhere to it. He asserts that this argument is faulty and that LD can be defined. (CL)

Eighty college students with learning disabilities were evaluated via intelligence tests and auditory language tests. In the 63 students with auditory language problems, persistent problems were discovered in discrimination, comprehension, memory, retrieval, sequencing, syntax, formulation, and articulation. The major area of language problems was…

Group contingencies with different criteria resulted in high performance averages for 12 elementary-aged learning disabled students. Two of the group contingencies produced significantly more frequent positive social interaction among subjects than that observed during baseline. (CL)

Examined Wechsler Intelligence Scale for Children--Revised (WISC--R) profile analysis research germane to differential diagnosis of learning disabled children and related to methodological problems of score use and interpretation. Recommends that clinicians not use the WISC--R profile to diagnose specific learning disabilities, but use profiles in…

The purpose of the study was to determine if the Weber (Utah) district screening program predicted the reading scores of 351 primary grade students. It was concluded that the screening program has very limited value in identifying children with learning problems. (Author)

The effects of cooperative and individualistic learning experiences were compared on interpersonal attraction between nonhandicapped students and learning-disabled peers and achievement. Results indicate that greater interpersonal attraction between the learning-disabled and normal-progress students and higher achievement resulted in the…

Research is reviewed on the effectiveness of teaching reading to learning disabled students, and procedures for conducting curriculum based assessment are outlined. (SB)

Sociodrama is used at the Chapel Hill-Carrboro City Schools (North Carolina) as a successful intervention method in dealing with emotionally handicapped learning disabled or mentally handicapped students. (SB)

Compared the Minnesota Multiphasic Personality Inventory profiles for the parents of 90 preadolescent children. Data indicated that mothers of children with conduct disorders were more introverted and depressed; mothers of learning-disabled and personality-disordered children were rather defensive. The results for fathers were unremarkable.…

The study was conducted to describe the nature and extent of involvement experienced by 36 parents of learning disabled (LD) children compared to that by 38 parents of nonLD children in the primary mainstream classrooms. (SW)

Investigated the effects of learning disabilities teacher training for consultation with classroom teachers. Learning disabilities resource teachers (N=4) received communication skills training, and resource teachers (N=4) received conceptual assumptions training. Training resource teachers in communication skills resulted in significantly higher…