The author asserts that superintendent's leadership behavior, more than any other factor, determines the character and quality of the instructional programs provided for learning and language disabled students. (Author)

The role of memory deficits in learning disabilities (LD) was examined. It is argued that a shift in emphasis is necessary from standardized test results to the processes which underpin performance on such tests. (Author)

The Pre-Reading-Screening Procedures and the Slingerland Screening Tests for Identifying Children with Specific Language Disability were administered to 1021 grade one to six students. Results indicated that reliability and validity coefficients were acceptable and that educational programing decisions could confidently be based on the test…

The feelings and the personal and learning problems of the child with a language disability which are concomitant with a fragile ego are presented, to give parents a feeling of the nature and effect of their child's disability. (Author/KW)

An interview with B. Slingerland, an educator with over 50 years experience with specific language disabled students, traces her early work in the field, and reviews her theories about teaching language disabled children, including her emphasis on intrinsic motivation rather than behavior modification and her reluctance to receive government…

This study examined 87 pedigrees of individuals with histories of preschool phonology disorders. Significantly more family members with dyslexia and learning disabilities, but not stuttering or hearing impairment, were found in pedigrees of individuals with phonology disorders than in pedigrees of nondisabled individuals. (Author/JDD)

This meta-analysis of 33 studies compared the pragmatic language skills of 825 students (ages 3-12) having language and/or learning disabilities with the skills of nondisabled peers. The students with disabilities demonstrated consistent and pervasive pragmatic deficits in conversation, which were more attributable to underlying language deficits…

The effects of visual paradigmatic organization on verbal recall among language/learning disabled children was studied with 20 such children (age: 8-13 years), who were screened to eliminate visual memory deficits. (Author)