Reviewed are some contemporary opinions and thoughts about reading problems and strategies for teaching reading to illiterate and semi-literate children. (IM)

The Key Math Diagnostic Arithmetic Test was administered to 82 learning disabled adolescents. An analysis of the performance of these children revealed that mean LD performance peaked at approximately the fourth grade level of difficulty and there was marginal variation in performance across the 14 subtests. (Author)

Three children with reading difficulties increased their reading skill through a contingency program involving "happy face" charts and the opportunity to contribute to a class mural. (CL)

Research on the effect of teacher expectations on student performance is considered as it relates to the reading teacher. (SBH)

This article investigates teacher use of the Developmental Test of Visual-Motor Integration (VMI) as a screening instrument with groups of young school-age children. Findings argue for some refinement in the scoring system in order to improve consistency in scoring. (Author)

This study compared the three scales of the WISC and the WISC-R for degree of intercorrelation. Results included significant correlations in all cases, no systematic changes in variance, and significantly lower IQs on the WISC-R for all children in the sample, except the EMRs. (Author)

Because children with learning or behavior disorders tend to have multiple difficulties, assessment should include the areas of inner control, intersensory integration, reasoning, emotional adjustment, social adjustment, and developmental and social background. (DB)

The placement of learning disabled and behaviorally disordered children in the least restrictive setting requires consideration of both environmental conditions and psychological factors which contribute to the handicap. (DB)

Nursing education can accommodate learning disabled nursing students if programs are flexible and teaching methods are adjusted to include choice of learning modality, the self-paced learning mastery approach, simulation of patient problem-solving modules, use of the computer to aid record keeping, and testing accommodations. (Author/DB)

Hyperactive boys (N=20) recalled fewer words and showed less category organization than reading-disabled and normal boys. Rather than lacking the skill to use semantic organization as a strategy in free recall, hyperactive boys had difficulty in spontaneously generating the strategy and in sustaining sufficient effort to task completion.…

Overidentification of learning disabilities may be caused by applying a model of disability which does not allow for classroom accomodation. A minority model of disability with classroom modification and accommodation to differences in students who fail to meet behavior and achievement standards is proposed. (Author/DB)