The author maintains that regular and remedial classroom instruction involve application of the same basic principles, but that they differ in their focus on groups and individuals, respectively, and in the level and type of instruction for which they are designed. (GW)

Reported was a study of the effectiveness of a 40 week reading program using the Initial Teaching Alphabet with 10 male students (8 to 12 years of age) who exhibited auditory perceptual disturbances. (GW)

Investigated was the presence of perceptual or psycholinguistic immaturities in third grade students of normal intelligence (verbal IQ of at least 90) who were advanced or retarded in reading and spelling ability. (KW)

Compared was the effectiveness of two standard methods of teaching reading (perceptual training and phonics training) when used to teach remedial reading to learning disabled students. (KW)

Described are benefits and techniques of movement exploration, a nontraditional way of teaching physical education to students with attitudinal, emotional, and/or learning problems and to regular students. (KW)

Improved performance for students with learning disabilities may result from exemption from certain subjects or adaptation of teaching methods. Potential areas for needed educational change are indicated. (Author/AG)

The variety of separate syndromes which present themselves to the clinician are said to belie any unitary statement about the child with minimal brain dysfunction. (Author)

Purpose of the study was to discover whether the characteristics of academically handicapped children could be more precisely identified and described, and to clarify further the causes and the familial patterns of learning disabilities. (Authors/MB)

Discusses the problems of helping a group of children that seem otherwise normal but cannot learn. (RB)

Differing viewpoints in the field have resulted in considerabe lack of agreement in definitions of learning disabilities. Considers problems and limitations resulting from these disagreements. (RB)