The author suggests that individualizing spelling can be quickly and easily accomplished, and lists ideas for diagnosing and remediating spelling problems on an individualized basis. (KC)

A description of the hierarchy of learning'' suggested by Gagne in the book, The Conditions of Learning.'' (SP)

Presents a checklist to help teachers identify learning disabled children, and describes a child development program which deals effectively with such learning problems. (CM)

Research psychologist Howard Gardner susggests that there are at least seven intelligences and that competence in these intelligences varies. The biological and cultural bases of this theory is explored. Implications for teachers are offered. (DF)

How to use listening to responses as a diagnostic tool to discover children's reading and comprehension problems. (RB)

Provides guidelines for teacher identification of learning disabled children. Outlines physical, academic, and behavioral diagnoses that are advised. Indicates teacher techniques for instructing the learning disabled child. (RH)

Describes preschool screening for developmental learning delays, and special kindergarten program to treat learning disabilities. (SP)

Discusses the problems of helping a group of children that seem otherwise normal but cannot learn. (RB)

Differing viewpoints in the field have resulted in considerabe lack of agreement in definitions of learning disabilities. Considers problems and limitations resulting from these disagreements. (RB)

How to identify the learning-disabled child in the classroom and what behaviors are signals is the subject of this article. Suggests steps a teacher should take with a suspected case. (RB)

This article presents information to help the teacher recognize and teach children with special learning needs. Suggestions for diagnosis, classroom strategies, and ideas for home use are offered. Resources for teacher use follow the article. (DF)

Offers various ways in which children with learning disabilities can be helped. (RB)