The label "cognitive" has been used to designate five substantially different approaches to the study of learning disabilities: information processing, metacognition, genetic epistemology, cognitive behavior modification, and the specific abilities model. (Author)

Compared lateral preference patterns for normal and learning-disabled children. Results indicated that learning-disabled children were more bilateral on factors involving visually fine motor activity, listening, and fine motor foot preference. Also studied the verbal-spatial abilities of learning-disabled children classified as normal or…

The results were interpreted as support for the view that oral and written language are interactive in their development, and that young children come to school with some reading abilities. For related information see EC 132 758-768. (Author)

Reviews the literature on developmental studies programs, focusing on selecting effective teachers; personalized instruction and mastery learning; teacher competence in helping relationships; faculty preparation programs; learning disabilities; and the administration and management of developmental studies programs. (AYC)

An item analysis profile sheet to accompany the Slosson Intelligence Test (SIT) is helpful in providing a functional test interpretation. The lack of recorded technical and statistical information is a serious concern. Without such information, a practitioner could not use the Item Analysis of SIT with confidence. (Author)

Findings do not reveal clinically significant differences between intellectually delayed and primary reading disabled children. Further exploration into cognitive and learning processes that relate more specifically to the child's difficulties is recommended. (Author)

The task of defining learning disabilities is complex since there are so many variables operating to cause the failure. Learning disabled (LD) children comprise between 2 percent and 20 percent of the Canadian school population. Severely LD children account for only about 1 percent to 2 percent of the school population. (PHR)

A study involving 190 learning disabled (LD) children (ages 7 to 13 years) and 38 of their teachers was conducted (1) to demonstrate that product and process teaching are complementary strategies, (2) to illustrate a framework that assists teachers in determining if the process components of a task are related to pupil failure, and (3) to validate…

The authors highlight an inservice approach to mainstreaming elementary and secondary level handicapped students in physical education. Outlined are strategies for individual intervention, for group intervention, for auditory impairments, for visual impairments, for learning disabilities, and for orthopedic impairments. (SBH)

Children referred to the Learning Disorders Unit of the Yale-New Haven Hospital were evaluated for indications of prenatal exposure to ethanol. Our results suggest a continuum of teratogenic effects of ethanol on the central nervous system. Journal availability The C. V. Mosby Co., 11830 Westline Industrial Dr., St. Louis, MO 63141. (Author)

Prior to attendance at the residential school, students were making an average of approximately .56 grade equivalent gains on academic achievement tests for every year spent in school. During the period under study, children achieved an average of approximately 1.19 yearly grade level increase. (SBH)

Responses from 82 learning disabilities/behavior disorders (LD/BD) teachers were studied to investigate their understanding of the use of drug therapy with LD/BD students. (PHR)

Presents a preliminary readability study of 20 popular comic strips as evidence that many comics do provide easy reading material for reluctant disabled readers. (FL)

The career maturity of a private school group of adolescents with learning disabilities was assessed. Significant differences emerged in the affective dimensions but not in the cognitive variables. (Author)

A group procedure for the management of classroom behavior is described which has been used successfully with emotionally disturbed, educable mentally handicapped, and learning disabled students. The strategy allows for group goal setting and peer feedback on individual behavior and improves socioemotional development. (PHR)