The present paper examined children with learning problems and sought some possible avenues to help such children. (Editor/RK)

Letter learning and recognition by 72 young (kindergarten or grades 1 or 2) learning disabled children were studied using visual, tactual, and visual plus tactual training and testing with 5- and 15-second exploration times. (Author)

Data were based on questionnaire on how decisions were reached when child study teams were required to classify a child and there were conflicting opinions between professional groups. While majority vote and resolution by the psychologist accounted for the methods most often used in actual resolutions, there were great disagreements between…

By establishing a learning resources center'' for children with special education problems, Bellwood Avenue School in Linwood, New Jersey, has begun the slow process of bringing these youngsters back into society, teaching them to operate and deal with a society that helped to create their problems. The attempt is to substantiate the notion that…

Two groups of 15 boys (mean age 8 years, mean IQ 100), both presenting difficulties in academic achievement, but one with and one without visuomotor impairments, were assessed to determine whether poor drawing ability was related to perceptual or motor disorders. (Author)

Describes preschool screening for developmental learning delays, and special kindergarten program to treat learning disabilities. (SP)

Reviewed is the preliminary edition of the Tests of Basic Experiences, a battery of tests for preschool and kindergarten children designed to indicate how well a child's experiences have prepared him for scholastic activities. (GW)

Studied was the relationship of sex and race to the performance of 134 learning disabled and disadvantaged children on four subtests of the Wechsler Intelligence Scale for Children. (DB)

Research supported by funds from the University of Pittsburgh Learning Research and Development Center, Ford Foundation, and the U.S. Office of Education. (DS)

Recognition of the noncommunicative functions of language has implications for the study and treatment of children with language disorders. (Author)