Individual growth curves were used to test whether the development of children with reading disabilities is best characterized by models of developmental lag or developmental deficit. Results with 403 children suggest that the developmental course of reading disabilities is best characterized by deficit models. (SLD)

This study extends the previous literature by identifying different subtypes of language disability within learning disabled children. Results indicate that six language subtypes can be derived and that they are both internally consistent and externally valid, being differentially linked to reading and math achievement over a three-year period.…

Ten learning-disabled adolescents (LDs) performed a reading comprehension task below the level of same-age nondisabled students (NLDs) but at the same level as younger NLDs (YNDs). On a measure of incipient awareness of theme, LDs scored below YNDs. Why LDs have difficulty getting the point is discussed. (SLD)

This study compared the causal attribution by sex for academic failures of 38 learning disabled and 38 nondisabled elementary school students. The relationship between different attributional tendencies and a reading persistence task were also examined. (BS)

Learning disabled and slowly developing readers were assigned to reading instruction programs on context cue use differing only in extent of pupil control over determination of errors. Results indicated no main effect for experimental condition. Interaction was found, however, between pretreatment locus of attribution and experimental condition.…

Self-perceived competence was assessed for 60 8- 13-year-old children, grouped by learning disability and behavior disorder. Subjects included 15 controls and 3 groups of 15 learning-disabled children each ("normals," externalizers, and mixed symptomatology). Cognitive and social self-concept are as strongly related to behavioral factors…