The authors explore federal learning disabilities (LD) guidelines, Wisconsin LD guidelines, and current educational research relating to approaches for teaching LD students. Two approaches are considered--the process-deficit approach and the task-analytic approach. (SBH)

Locus of control had substantial overlap with intelligence, but not with achievement. Analysis suggested that cognitive style and locus of control did not make an appreciable addition to the prediction by IQ scores alone of achievement in second and third grade learning disabled females. (Author)

Reports that a computer-based system employing a graphic display screen and a hand-held "pen" proved successful in improving the handwriting skills of three 13- and 14-year-old students who had not been able to sign their names satisfactorily. (GT)

Compares the performance of learning disabled students on the WISC-R and the Tests of Cognitive Abilities from the Woodcock-Johnson Psycho-Educational Battery. This study finds that learning disabled subjects performed more poorly on the Tests of Cognitive Abilities than on the WISC-R. (Author)

Analyses of the children's communication patterns revealed that LD children were less likely to disagree with classmates, less likely to try to argue for their choices, and more likely to agree with their peers. (Author)

Ability, emotional, personality, and task variables interact to influence the performance of learning disabled children on academic tasks. Analysis of the learning-teaching style that produces optimum student response will help in determining the best teaching method. (CJ)

Teachers estimated the prevalence of emotional and learning disorders in 51,739 children aged 5 to 14 years in Vancouver City. A mean rate of identification of 8.2 percent of children in public schools was found. Boys preponderated substantially over girls except for those aged 14 years. (Author)

The increased learning rates made by 62 learning disabled elementary students during part time placement in resource rooms were not maintained at the same level after a year of full time attendance in regular classrooms. (CL)

Reviews investigation of word recognition and identification ability of learning disabled and average students. Disabled students' abilities did not differ from those of average students with matched reading level and IQ, but they made substantially more errors than average students matched by chronological age and IQ. (HTH)

Drawing on data from a large epidemiological study concerning the definition and identification of learning disabled (LD) adolescents, the article discusses whether LD adolescents, as they are being identified in the public schools, are different from other low achieving (LA) peers, and, if so, how they are different. (DLS)

Effectiveness of the MECCA program (Make Every Child Capable of Achieving--in which a learning disabilities specialist collaborates with a classroom teacher using a task analysis approach) was examined with 14 kindergarten age children in four MECCA classes, 17 children in four referral classes, and 37 controls. (SBH)

Token reinforcement and remedial feedback were made contingent upon writing correct sentences containing prenominal adjectives only, then adverbs only, then prenominal adjectives plus adverbs. When the instructional package was implemented, all Ss demonstrated significant increases in response rate, accuracy, and percentage of correct sentences,…

The fears of 133 7- to 19-year-old boys and girls classified as educable mentally retarded, trainable mentally retarded, and specific learning disabled were assessed through self-report data and compared with those of 106 normal children ages 6 to 12. (CM)

This article reports a study conducted with fourteen learning-disabled elementary students to determine the growth of achievement and conservation abilities after using the "Sink or Float" unit of the Elementary Science Study. (MK)

The article describes a beginning reading program that was planned and implemented by an interdisciplinary team for 14 first-grade language-handicapped children. (DLS)