Reviews four professional resources about dyslexia and learning disabilities that differ in perspective but have many commonalities in their advice to teachers. (MG)

Examines research concerning the relationship of nutrition and learning and concludes that poorly nourished children are less likely than their well-nourished peers to achieve their academic potential. Outlines a course of action teachers can take to improve child nutrition. (FL)

Describes a simulated grouping exercise, carried out at a learning-disability conference in Texas, which revealed that grouping practices in 1985 may be flexible enough to allow teachers to select students, teaching techniques, and instructional materials. (MB)

Discusses a type of vision problem that is hard to detect because it may be intermittent. Suggests that the problem may be the cause of some children's difficulties in school. (FL)

Affective factors are at least as important as dialect differences in discovering why innercity children have difficulty learning, according to the research cited in this literature review. (RB)

Points out that poor readers may exhibit behavioral, cognitive, and emotional problems. Offers a problem-solving framework for intervention in poor readers' nonacademic problems, and describes several possible types of intervention. (ARH)

Examines the research relating nutrition and diet to achievement in reading and language arts, and suggests ways teachers and parents can use this information. (ARH)

Presents a checklist that was created so that parents, teachers, and others could obtain from vision specialists information necessary to ameliorate learning conditions efficiently. (FL)

Notes that poor readers often equate reading difficulty with failure and exhibit stress reactions, and suggests that teachers take these feelings into account to help with remediation. (JC)