In rebuttal to seven responses to a paper (EC 081 334) on differences between the fields of learning disabilities and reading, the author notes the disagreement among the respondents as to points of overlap and difference, and reaffirms that two fields of study continue to exist. (DB)

After an eight-lesson program in body awareness, learning disabled students demonstrated improvement in self portrait drawings and in the accuracy of body part connections. (CL)

The author addresses the problem of defining the learning disabled population and considers a solution to the dilemma in which different definitions serve different functions. (SBH)

Differences in visual-ocular function, particularly optokinetic nystagmus (OKN), were compared with 40 learning disabled and 40 normal children (8-12 years-old). No significant differences were found between groups on the variables tested (refixation saccades, smooth ocular pursuit, spontaneous nystagmus, gaze nystagmus, and OKN). (Author/DB)

In rebuttal to a critique of a previous paper, the authors stress the complexities of defining the term "learning disabilities" and the inadequacies of Kosc's approach to a prior definition based upon established definitions of "learning" and "disability" (Author/DB)

The position paper of the National Joint Committee on Learning Disabilities provides five criticisms of the definition of learning disabilities developed in 1967 by the National Advisory Committee on Handicapped Children and proposes an alternative definition. (DB)

The study examined cognitive impairment in 21 learning disabled (LD) adults. Results indicated that LD adults consistently overestimated their ability to remember lists of words and that they were especially impaired on a test requiring termination of an exhaustive and thorough search for relevant material. (Author/DB)

Multisensory techniques to remediate reversal problems in learning disabled students are reviewed. (CL)

The Bender Gestalt Test was administered to 25 children (7-10 years old) referred for neuropsychological assessment and scored using the Koppitz system and the Watkins system. Although the scores obtained using the two different sets of criteria were highly correlated, the Watkins rules produced generally better performance. (Author/CL)

Examined the relationship between neuropsychological functioning, learning disability, and violent behavior in prisoners (N=110). Results indicated that (a) violent offenders tend to have serious neuropsychological deficits and that (b) inmates classified as brain damaged had a significantly higher rate of violent criminal activity than did the…

A study involving 164 learning disabled students found that it was possible to use a discrepancy method (the most frequently used identification procedure for identifying LD children) that meets the requirements of the regression approach (the most desirable approach). (CL)

Sources of variability in identification of children for learning disabilities include teacher bias, peer tolerance, socioeconomic status, and assessment variability. Implications of these variables for research design and sampling are noted. (CL)

Based on approximately 1,600 referrals of disabled and regular students, 94 empirically derived formulas for assessment of learning disability were used. The most discriminating formula, which included Wechsler Intelligence Scale for Children, Wide Range Achievement Test and grade level variables, resulted in moderate coefficients. (Author/CL)

Anchoring, a neurolinguistic programing technique, was successful in helping a sixth grader with learning disabilities reduce his anxiety reaction to math tasks. Other uses for the approach are noted and guidelines offered. (CL)

The vestibular function was examined in 40 learning disabled and 40 non LD children. Data indicated no significant difference between normal and LD Ss, no significant correlation between vestibular function and academic achievement, and no significant educational relevance in categorizing LD Ss according to vestibular dimensions. (CL)