The paper examined the extent to which IQ scores of learning disability groups can be explained by the bivariate normal probability distribution. (CL)

The authors describe the results of five types of WISC-R (Wechsler Intelligence Scale for Children-Revised) profiles in developing remedial reading for learning disabled children. (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)

The nutritional program used at the Pediatric Language Laboratory--a day care center for preschool children with language-learning disabilities is discussed. Some "do's" and "don'ts" regarding appropriate nutrition are presented. (Author)

The paper reviews the existence and complicating nature of nonverbal learning disorders, noting difficulties faced by such individuals in elementary and secondary school. Problems in identifying these disorders are reviewed. (CL)

Based on a study of eight LD students learning to use word processing, the paper makes recommendations for evaluating word processing software and designing instruction that is sensitive to students' difficulties. (Author/CL)

A teaching-learning procedure in early instruction in mathematics is anchored in Piagetian and Russian psychology and traces internalization processes that occur between material and mental actions, namely perceptual actions of visualization and imagination, verbal action, symbolization, and generalization. (Author/CL)

Literature on metacognition, particularly studies by A. L. Brown and J. H. Flavell, are reviewed, and it is argued that a learning disabled adolescent may become a more active learner by being taught a system of strategies for learning. Comprehension skills, motivation, and metacognitive skills are interdependent. (Author/CL)

The article describes components of the Computer-Assisted Diagnostic/Prescriptive Program (CADPP) and offers specific guidelines for its use. Among the areas covered are personnel involvement, computer familiarity, instructional manual use, and finding program errors. (SW)

The paper reviews the interpersonal social difficulties of learning disabled students, discusses possible reasons for the lack of social skills instruction to this population, and addresses the need to teach them social skills. (CL)

The column reviews trends and recent articles on computer assisted instruction (CAI) for students with learning disabilities and for students without handicaps. Topics addressed include CAI for incarcerated students, insurance, guidelines for software, and suggestions for purchasing software. (CL)

Based on a review of the literature involving group counseling and guidance activities with learning impaired adolescent students, the article focuses on the cooperative assistance that counselors and special education teachers can provide for the learning disabled. (Author)

The author discusses applying J. Piaget's philosophy to the treatment of learning-related visual problems by first probing for the available knowledge in the person's ocular sensorimotor intelligence, visual thinking, and logical reasons. Then, through tasks, the individual is encouraged to engage in high-level thinking in the undeveloped areas.…

The article describes a diagnostic procedure for assessing children's mental images and knowledge of cardinal numbers, 0 through 9. The diagnostic procedure includes the assessment of a child's visual memory, visual perception, symbol recognition, oral naming of numerals, and symbol-set linkage. (Author/SBH)

The author offers information on 11 modification techniques that may make commercial software programs more appropriate for learning disabled students. (CL)