Two instruments are described which are designed to assess, by students' own reports, self-concept in learning disabled students. Each student is asked to grade him/herself as a complete person and to choose between word opposites. The measures may be administered by any qualified professional. (CL)

A review and analysis of current research on subtypes of learning-disabled children argues against a "single syndrome" theory of learning disability and demonstrates the feasibility of creating more homogeneous diagnostic groups within this broad and ill-defined category of exceptional children. (Author/CL)

Words were taught, using picture cues and no-picture cues, to four elementary learning disabled students. Results in three of four cases indicated that illustrations were related to lower reading performance rates, leading to a conclusion that illustrations interfere with the acquisition of new words in isolation by disabled readers. (Author/CL)

Results of a study involving 14 learning disabled students show that self-monitoring procedures are readily adaptable for use by learning disabled pupils in the regular classroom setting and that using self-monitoring procedures correctly is an important variable to consider when implementing them. (Author/CL)

The role and training of a child specialist, a generalist concerned with the child's total behavior and life, in the education of learning disabled children are examined. Characteristics of successful candidates are noted, as well as the importance of intensive supervisory and advisement work. (CL)

Learning disabled students can be taught to monitor their own attention, thus avoiding traditional approaches that place the LD child in a passive role. Results of self-monitoring studies are reviewed, and issues for future study are cited. (CL)

The paper comments upon educational diagnosis of learning disabilitis, noting confusion with identification, and describing the value of computers' systematic analysis of data to improve the quality of diagnostic judgement. (CL)

Summarized is the complex, wholistic, and dynamic interaction of overlapping neurophysiological and neuropsychological compensatory processes in dysmetric dyslexia and dyspraxia in children. (Author/DB)

The therapeutic use of films and other audiovisual media is recommended for children who are emotionally disturbed and unable to enjoy reading. Eight films are reviewed very briefly. (BD)

The present investigation sought to determine if the performance of older children with learning disabilities, some of whom do and some of whom do not exhibit patterns of lateralized motor deficits, is similar to that of adults with known cerebral lesions as reported in some previous research. If patterns of performance of these two groups were…

Describes a self-learning activity program for kindergarten children who were not learning satisfactorily. Emphasis was shifted from diagnosis and labeling to remedial teaching techniques and good results were obtained. (DP)

A developmental approach is advocated for helping adolescents with learning disabilities, which are seen as being basically societal problems. Six critiques follow the article. (KW)

Children, especially those with learning disabilities, are said to need resolute parental guidance and discipline in order to learn that their actions have consequences and that act and consequence (stimulus and response) are linked. (KW)