As information on the cognitive functioning of learning disabled children emerges, a parallel, independent body of knowledge suggests investigating the cognitive complexity of learning disabled children, both to improve the conceptual understanding of learning disability and to support guidelines for relevant educational recommendations. (Author)

Seven discriminant analyses were performed with significant group separation occurring for six of these. Classification analyses indicated that using the 10 major subtests produced accurate classification in approximately 71 percent of cases. Results were discussed in the light of previous research methodologies and the debate as to the…

Sex differences between 27 learning disabled (LD) girls and 75 LD boys (all elementary school age) were examined on psychological, academic, and cognitive style measures. LD girls were found to be verbally inferior, less capable of abstract thinking, more field dependent, and more impulsive than the boys. (Author/SBH)

The relationships of varying degrees of auditory processing impairments to vocational interest and social behavior were examined in 43 adolescents (CA 13-6 to 18-6), including 15 learning disabled students; 14 mildly to severely hearing impaired adolescents; and 14 profoundly hearing impaired adolescents. (Author)

The author describes the development and success of a program designed to allow gifted and talented and learning problem eighth grade students to choose their own courses and course sequence as they pursued mastery of seven critical skills in reading, writing, computation, problem solving, research, and adjustment. (CL)

Profiles of four learning disabled (LD) adults are presented and academic as well as counseling and emotional support intervention approaches are described. Problems for LD adults include cost of tutorial services and the inadequacy of career and vocational training services geared for them. (CL)

A multicomponent model to improve test taking skills of learning disabled (LD) adolescents is proposed to encourage anxiety management, problem solving skills, assertiveness, study skills, and student confidence and control. The role of the LD consultant in this process is described. (CL)

The career "cascade" approach to career education for learning disabled students is described. The model is developed on the belief that career education must be life centered, developmental, and individually designed. (PHR)

Programing on the college level for academically disadvantaged students involves a holistic approach. Every teaching device that promises to help the student upgrade his/her communication skills, subject matter achievements, and personal and social adjustment skills is used. The University of Akron program is described. (Author/BEF)

Compares motor and cognitive skills of learning disabled and normal boys on the Modified Lincoln-Oberetsky Motor Development Scale and on the WISC-R Vocabulary and Block Design subtests. Suggests a common factor relating to perceptual-motor coordination and efficiency may be involved on the Lincoln-Oberetsky and Block Design subtest for young…

Focuses on characteristics of learning disabled children, definitions and etiologies of learning disabilities, and screening and intervention procedures. Also reviews recent research on learning disabilities, and suggests future directions for child welfare professionals. (CM)

A curriculum model in logic is proposed for learning disabled students based on reasoning and content needs. A diagnostic test with probes yields a profile of the child's reasoning ability and pinpoints areas of strengths and weaknesses. Three levels of instruction are provided: thematic concrete, specific concrete, and abstract. (CL)

The letter unit and the whole word method were used to score the spelling of 70 third graders (35 good spellers and 35 poor spellers). Results indicated that either scoring procedure could have been used. Use is suggested based on needs for word analysis or for quick scoring time. (CL)

Perinatal histories of 50 learning-disabled children (ages 7 to 12) with minimum neurological dysfunctions were evaluated (using a normative population for comparison) to discover if any relationship existed between pregnancy and birth complications and the development of learning disabilities. The experimental group had had a significantly higher…

The results of the Woodcock Reading Mastery Tests were found to be quite similar for both learning disabled and normal Ss, with high reliability and a unidimensional factor structure. The same was found for the Keymath Diagnostic Arithmetic Test, though the assumption of a unidimensional math achievement was found to be less defensible for the LD…