Emphasizes the importance of students' vocabulary development in content areas and the responsibility of all teachers to provide such instruction. (RW)

Important characteristics of literal symbols are considered. How letters are like numerals and words, but different, are discussed. Teaching suggestions are included. (MNS)

This program at New York School for the Deaf serves students of average intelligence and slow reading ability between ages 15 and 21. The program gives students both the expertise available in a school for the handicapped and a practical education combined with a mainstreamed vocational setting and appropriate career guidance. (PB)

Results from the testing of 23 eighth grades with the Structure of Intellect (S.O.I.) Learning Abilities Test to discriminate among abilities and needs of different groups of children indicated the test could be used to identify children with potential learning problems, diagnose needs, and aid educators to select appropriate programs. (MC)

Outlines some problems in using a linear model of information processing for studying learning difficulties in the subnormal and severely subnormal and suggests new paradigms to compensate for these difficulties. (MP)

Use of precision teaching principles with learning problem students involves five steps: specifying performance, recording daily behavior, charting daily behavior, recording the teaching approach, and analyzing data. The approach has been successfully implemented through consultation of school psychologists in Walsall, England. (CL)

This study compared the performance of school-aged children referred for learning or adjustment difficulties on Beery's Developmental Test of Visual-Motor Integration and Koppitz's version of the Bender-Gestalt test. Results indicated that the tests are related but not equivalent when administered to referred populations. (Author/AL)

A review and a course outline of a workshop conducted at Wayne General and Technical College, a branch of the University of Akron, during seven weeks of Spring Semester 1980 are presented. (MP)

Assessed the effects of reinforcement on the test scores of middle- and low-income children labeled learning and behaviorally disordered. Each child was tested under conditions of no reinforcement, immediate tangible reinforcement, and immediate social reinforcement. Results indicated that test scores can be significantly increased by…

Describes project SWING (Starting With Individual Growth), a comprehensive preschool education program for children at risk of a wide range of learning or social difficulties. (Author/RH)

This study examined whether a synthesis of clinical and statistical data taken from psychoeducational reports completed on 42 boys referred to a child psychiatric outpatient department for school-learning problems would yield discrete clinical categories or clusters of children. Cluster membership and educational placement recommendations were…

Examines research concerning the relationship of nutrition and learning and concludes that poorly nourished children are less likely than their well-nourished peers to achieve their academic potential. Outlines a course of action teachers can take to improve child nutrition. (FL)