Students repeatedly urged to try harder often suffer from deficits in learning mode that must be identified and remediated specifically before academic performance will improve. (JG)

Twelve children (4 1/2 to 8 1/2 years old) with normal language development, 12 normal adults, and 12 dysphasic children (6 to 9 years old) were tested for their ability to perceive binary sequences of nonverbal auditory stimuli. (Author/SBH)

Teachers rated 1337 elementary school children to determine norms for the Hyperactivity Rating Scale; teacher ratings of 45 hyperactive children, referred by physicians, were also obtained. (Author)

Three groups of learning disabled boys, 23 hyperactives, 25 normoactives, and 14 hypoactives, as well as 31 controls, were studied in grade school, and reevaluated at age 14. (Author/MH)

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)