Learning disability researchers often misconstrue their object of study, unexplained underachievement, by interpreting it neurologically and ignoring the classroom environment and the social forces shaping it. It is important to recognize that academic performance is shaped by larger extra-educational and political forces in society. (Author/KC)

Effects of Public Law 94-142 on school media centers and ideas/materials that could be used with hearing impaired/deaf, blind, and physically handicapped students were discussed in part one (February 1982 issue of this journal). This part focuses on materials/ideas and programs to help mentally handicapped students in the school media center.…

A program was developed to increase the receptive and expressive language skills of 24 secondary learning-disabled students. Program units covered word sorting, sight-word vocabulary, key-word reading, reading rate, reading comprehension, listening, and writing. (Author/SW)

Argues that it is important for educators to include physicians in the development of educational plans for exceptional children. (FL)

The Time-Us Chart is seen as an effective tool for helping the student become aware of how many hours are spent in school, in studying, and in recreation. The Study-Skills Questionnaire evaluates the student's study skills in terms of environment, attitude, and methods. Samples of the two work sheets are included. (SW)

Investigated the impact of the 14-week Purdue Creative Thinking Program on learning disabled intermediate grade children. Found pupils in the experimental group made significantly higher scores on the creativity variables of the verbal subtest of the Torrance Tests of Creative Thinking. (Author/JAC)

Although cognitive psychology is concerned with the processes of knowing rather than with behavior, certain applications of cognitive psychology and learning theory have been achieved: (1) behavior modification; (2) bio-feedback; (3) psycholinguistics; and (4) information processing psychology. (CJ)

A study involving 33 academically talented, 25 regular education, and 20 special education junior high school students was conducted to investigate students' career attitudes and knowledge about jobs. (SB)

A literature review reveals that learning disabled children are more likely than normal achievers to attribute successes, but not failures, to external factors. The implications of locus of control for the field of learning disabilities are discussed in terms of its relation to academic achievement, learned helplessness, and remediation programs.…

Wechsler Intelligence Scale for Children, Revised (WISC-R) Verbal, Performance, and Full Scale IQ's were compared with Bannatyne recategorized WISC-R scores for groups of non-handicapped, educationally disadvantaged, learning disabled, and regular classroom Navajo Indian children. No definitive evidence was found to support the use of the…

The article describes the Coping Inventory, an observation instrument used to assess 48 coping behaviors and to develop a profile which generates goals and objectives in a preschool learning handicapped child's individualized education plan aimed at increasing coping competence. (Author/SB)

Learning disabled, emotionally disturbed, and unclassified male students tested when 6 to 11 years of age with the Elizur Test of Psycho-Organicity were reassessed four years later. The test-retest reliability, subtest reliabilities, and pattern of subtest intercorrelations were found to be stable, but individual subtest scores should be used with…

Describes a program of reading instruction for young disabled readers that is based on a theory of the reading process developed by Kenneth Goodman that integrates speaking, reading, listening, and writing activities. (FL)

A survey of 79 resource teachers identified priority problems and concerns in the following order: policy and procedures, attitude, time, materials, and instructional skills. These professionals overwhelmingly pointed to the school district as the most likely agency to help them solve the noted problems. (Author/SB)

The major conclusions to be drawn from this study were that a battery of four psychoeducational measures was somewhat of a failure in predicting group membership in the learning disability category, and that while teachers were good at predicting academic achievement, they were less effective at predicting personality and psychological variables.…