Energy level output is a determining factor in the grouping of learning disabled children in a remedial program. (KW)

The article presents the medical, psychological, and reading diagnoses of a 24-year-old man with herpes encephalitis, an acute neurological disease. Test results are reported and the client's response to learning disability remedial techniques are reviewed. (SBH)

Compared were the visual-emphasis, auditory-phonic, kinesthetic, and Orton-Gillingham methods of remedial reading which were used singly with four groups of third graders (for a total of 136 students). (Author/MC)

Described is an 8-month program for remediation of learning disabilities in regular classes while receiving supplemental instruction in academics and perception. Significant improvement in arithmetic and perception was obtained, while reading gains were recorded only after 20 months. (Author/KW)

The author--a parent, advocate, and educator--relates personal experiences and reviews professional literature which point to the problems with inadequate programs of diagnosis and treatment for the learning disabled, with particular emphasis on the mandates of P.L. 94-142 (the Education for All Handicapped Children Act). A coordinated,…

Described are the rationale and organization of a remedial program for children with the Visual/Auditory-Verbal syndrome who are unable to convert visual-sound symbols (written words) into their appropriate sounds. (KW)

Reviewed are resources to be used in developing programs to improve motor abilities among learning disabled children with severe motor dysfunction. (MH)

Investigated were the effects of a remedial program stressing sensory integration on the academic performance of learning disabled children with certain identifiable types of sensory integrative dysfunction. (KW)

The author addresses the planning of learning-disabled (LD) college students toward programing considerations. (SW)

To extend the applicability of intervention within the successive simultaneous processing model (which involves constant verbalization of actions), 68 fourth grade Canadian children were tested and divided into four groups: below average experimental, below average control, average control, average experimental. (Author/SBH)

The column examines five university based child development centers and/or child study clinics which work with handicapped children. (PHR)

The authors describe issue strategies for the identification and remediation of basic cognitive deficits in disadvantaged young children. (Author/SBH)

Described are four types of problem families who are said to not be suitable for the home program approach to helping children with learning disabilities. (DB)