Relationships between attention/executive functions and language learning were investigated in students in Grades 4 to 9 (N = 88) with and without specific learning disabilities (SLDs) in multiword syntax in oral and written language (OWL LD), word reading and spelling (dyslexia), and subword letter writing (dysgraphia). Prior…

Multiple studies have shown that kindergarten measures of phonological awareness and alphabet knowledge are good predictors of reading achievement in the primary grades. However, less attention has been given to the early predictors of later reading achievement. This study used a modified best-subsets variable-selection technique to examine…

A review of research on the relationship of otitis media (ear infection) and learning/language/hearing disorders revealed that incidence of otitis media was twice as common in learning disabled as nonLD students; and that, in general, otitis-prone children scored below controls with frequent evidence of performance deficits. (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)

A Type I incidental learning paradigm was used to examine the manner in which 20 learning disabled (LD) and 20 non-LD children (9 to 11 years old) responded to systematic variations in the semantic elements of words. (Author/SW)

Learning disabled students were taught to use the LOGO computer graphics language in an integrated fourth- and fifth-grade setting. Instructional strategies (such as providing many reviews) along with the intrinsically motivating nature of LOGO were thought to be responsible for the success. (CL)

Language performance at syntactic, semantic, orthographic, and discourse levels was measured for 12 learning disabled third graders, 15 normally achieving third graders, and 11 normally achieving first graders. Results indicated significant overall differences between learning disabled and normally achieving Ss, but not between the learning…

Morphological ability performance of 20 learning disabled (LD) and 20 normal seven- to eight-year-old boys on the Berry-Talbott Language Test of Comprehension of Grammar yielded the major findings that the LD boys did not differ significantly from normals on item categories ranked by difficulty level. (Author/MC)

The study of 813 learning disabled children (ages 6-11) with test-retest data (after three years) on 224 children found the children to suffer a progressive deterioration in verbal ability whereas their nonverbal ability showed an increase in the earlier years, leveling off thereafter. (Author/DB)

Suggested is the feasibility of programing language stimulation activities for learning disabled children similar to the approach used in the television program, Sesame Street. (KW)

Eighty college students with learning disabilities were evaluated via intelligence tests and auditory language tests. In the 63 students with auditory language problems, persistent problems were discovered in discrimination, comprehension, memory, retrieval, sequencing, syntax, formulation, and articulation. The major area of language problems was…