This study compared 36 learning disabled school-grade children with 17 controls matched for mental age on the ability to inhibit hand movement. Using a "Move A Ball Slowly" game-like apparatus, responses suggested older rather than younger disabled children had more difficulty. (Author)

A study was conducted to replicate previous findings concerning naive judges' negative immediate impressions of learning disabled children. Results indicated that while second grade learning disabled boys were judged as at least as adaptable as and less hostile than nonlearning disabled children, the opposite results were obtained with fourth…

Multipass, a learning strategy derived from the SQ3R study technique was taught to eight learning disabled adolescents. Results show that a specific instructional methodology can be effectively used to teach a complex learning strategy to learning disabled adolescents. (Author)

A survey was conducted with 114 junior high, middle grade, and high school LD teachers concerning various aspects of mathematics disabilities in students. The most common deficit areas included division of whole numbers, basic operations involving fractions, decimals, percent, fraction terminology, multiplication of whole numbers, and place value.…

Found that language-disordered children (K-3) who participated in a creative drama program showed an increase both in number of words spoken and in use of the projective language function. Found no significant increase, however, in their use of the directive language function. (PD)

The author identifies trends in the direction of (1) tighter interpretation of the learning disabilities definition, (2) reduction of nonproductive paperwork and meetings, (3) closer relationship with State Departments of Education as they interpret new guidelines, (4) reduction in unproven remedial approaches, and (5) coordinated effort to insure…

The followup study of approximately 150 adolescent rural German learning disabled girls, who left before completing a special vocational training course, yielded findings such as that few school leavers obtained jobs or training, and that vocational interest and motivation were above average but mitigated by a tendency to quick resignation.…

A study of 35 learning disabled adolescents (LDA) is presented. The effects of continuing school failure on self-esteem, success and failure attribution, and the rationalization process for these failures by the learning disabled adolescent are discussed. (Author/TLJ)

Presents an overview of behavioral effects of neurological disorders. Presents Gagne's model of the learning sequence (apprehension, acquisition, storage, and retrieval) to aid in the identification, design, and evaluation of instructional intervention techniques for neurologically impaired adults. (Author/SK)

The effects of errorless discrimination training (Sulzer and Mayer) on visual and auditory discrimination of digraphs of a learning disabled eight-year-old female resulted in a successful technique for digraph discrimination. (Author/PN)

Reanalyzed the Wechsler Intelligence Scale for Children-Revised subtest scores in Dean's 1978 study of learning disabled and emotionally disturbed children. Analysis revealed a marked similarity between the groups. Results support Sattler's contention that Dean's data do not present evidence of a perceptual organization deficit in learning…

Characteristics of a behavioral approach to remediating academic deficits of learning disabled (LD) children are reviewed. The behavioral approach encompasses individualization and mastery learning, direct teaching, and an emphasis on measurement. (SEW)

Content analysis of two reading series intended for remedial students indicates that (1) neither provides a balance of types of literature; (2) both claim to be interested in the attitudes and interests of readers, but that's not evident in text selections; and (3) both portrayed the usefulness of reading most often as a reading-related theme. (FL)

The Learning Disabilities Institute at Teachers College, Columbia University, was organized as five task forces, conducting research in specific areas: memory and study skills, problems in learning basic skills (arithmetic, reading, and spelling, and reading comprehension, (from the perspectives of interaction of text and reader and of semantics…