Differences between learning disabled and nonlearning disabled children's paired-associate learning can be eliminated by using instructional modifications. Procedures that reduce the "overloading" of the learning disabled students' cognitive processes have positive effects on associative learning. (CJ)

Compared the subtest and IQ scores obtained by learning disabled and retarded children and youth on the Wechsler Intelligence Scale for Children (Revised) after a two-year time interval. Stability coefficients were obtained. The evidence indicated the WISC-R provides stable full-scale IQs. (Author)

Preadolescent emotionally disturbed (N=35), learning disabled (N=31), and normal boys (N=14) boys were compared on social perspective taking and behavioral measures to examine posible contributions of social cognitive deficits to children's adjustment problems. (Author)

The study examined the effectiveness of the Neurological Impress Method--NIM (in which reading skills are taught by having student and teacher read aloud in unison) for 44 learning disabled third, fourth, and fifth graders. (SBH)

Formulas for assessing the appropriateness of printed material for a disabled reader are criticized, and guidelines for selecting a high-interest/low-reading-level book are offered. (Author/SBH)

Reveals that 7 percent of the community college population has some type of special education need. Outlines steps taken in various schools to serve learning disabled students and discusses some of the drawbacks to establishing and maintaining adequate programs and services. (AYC)

Results show that Peabody Picture Vocabulary Test (PPVT) IQs are not interchangeable with Wechsler Intelligence Scale for Children-Revised (WISC-R) IQs in a sample of reading disabled children. The PPVT yielded higher IQs on the average than did the WISC-R, supporting results obtained with learning disabled students. (Author/BEF)

Recommends a photo essay project as a catalyst for accelerated language learning and as a method of integrating mainstream students into a regular class activity. Divides the project into three stages: a planning stage, an acting out and picture taking stage, and a caption writing stage. (AEA)

Describes a procedure for implementing practical curricula for remediating specific perceptual--motor disabilities. Suggests that implementation of a continuous program of curriculum development can enhance possibilities for student learning. (FL)

Concludes that teacher guidance affects learning disabled students' recall and comprehension of goal-relevant information but that neither text organization nor age level is associated with degree of recall and comprehension. (FL)

The resource room intervention was effective for increasing reading rates of LD children but the increased rates did not appear to be maintained in the regular classrooms. The group with the shortest stay in the resource room made significantly greater rate gains during treatment and continued during follow-up to learn at a higher rate. (Author)

Results of a survey of directors of school psychology programs support the notion that training in neuropsychological screening and assessment techniques is appropriate in the preparation of specialists in the area of school psychology. (Author)

Results of a study using Suggestive Accelerative Learning and Teaching (SALT) with learning disabled ninth grade students with difficulty in math and reading are presented. (PHR)

The relationship of bilingualism to learning disabilities and the incidence of bilingual children referred for medical evaluation of developmental problems is discussed. (JMF)

Advantages of computer based education are discussed and the application of computer resources for students with visual and hearing impairments, mental retardation, learning disabilities, and physical handicaps is described. (CL)