Immediate recall measures on one or both types of stimuli were recorded under two conditions: (1) in which stimuli were close together and (2) in which they were separate. Results indicated that normal children selectively attended significantly better than LD children under Condition 1 but not in Condition 2, in which both groups were equal.…

Children with central auditory processing deficiencies often experience extreme learning difficulty within the educational environment. To augment the training these children may receive from the school speech-language pathologist, and to further enhance these children's learning capabilities, a list of classroom management suggestions is…

The authors discuss ways to graph and view the performance of learning disabled (LD) students on the Detroit Test of Learning Aptitude (DTLA). Analysis of level and spread of scores as well as of the types of errors are described. A remediation approach is then developed based on individual strengths and weaknesses. (CL)

The author examines implications of the P.L. 94-142 (the Education for All Handicapped Children Act) definition of learning disability, and cites two cases to illustrate two basic problems: that the definition is both overinclusive and underinclusive, and that it does not consider underlying causes. (CL)

The authors postulate that dysfunctions in the cortical sensorimotor areas of the brain that control internal speech may adversely affect the learning of reading, writing, spelling, and arithmetic, especially in children who are first learning these skills. (Author)

The article reviews basic behavioral program evaluation designs, and suggests how they might be effectively integrated into special education programs serving handicapped (and particularly learning disabled) children. It is concluded that the techniques of behavioral design, coupled with the essentials of teaching, enable the special education…

The creative ability of 39 elementary grade children diagnosed as learning disabled was measured on the Torrance Tests of Creative Thinking. (Author/CL)

The author contends that the current evidence for an attentional deficit explanation of learning disability must be evaluated cautiously. (Author/CL)

Evidence bearing on the relationships between profiles of neuropsychological assets and deficits, subtypes of learning disabilities, and patterns and degrees of psychosocial functioning is reviewed. Conclusions related to the neurodevelopmental bases of psychosocial functioning in children with nonverbal learning disabilities are emphasized. (SLD)

Research articles (n=174) published in the "Journal of Learning Disabilities" from 1989 through 1993 were analyzed and coded by type of research design and statistical technique used. Eighty percent of the research designs were nonintervention methods; 55% of all statistical techniques were coded as primary, 32% were intermediate, and…

Argues against "ableist" perspectives on the education of students with learning disabilities that focus inordinately on "overcoming" the characteristics of their disabilities rather than accommodating them. Provides examples of "ableist" special-educational policies and practices having negative impact on the effective education of…

Purports that because family counselors are not yet sufficiently adept at dealing with families that have a member with some sort of learning disability, they are less likely to diagnosis and address it in the treatment process. Briefly describes the "Syndrome-L Family," and discusses the challenges of this syndrome for family counseling practice.…

Interviews with 70 successful people with learning disabilities resulted in a model for successful employment. Elements include control, internal decision, adaptability, goal orientation, reframing, persistence, goodness of fit, learned creativity, proactivity, and social ecologies. (JOW)