The article focuses on the nature of language problems in learning disabled children, including a study of sensory acuity, intelligence, and experience. All symbol systems including oral language, reading, and written language are evaluated to study interrelationships between areas. Nonverbal processes as well as verbal functions are assessed to…

This resource manual--proceedings of two task force meetings--is intended to assist Florida school districts, state agencies, and parents in the provision of special programs for students who exhibit disorders in oral or written language. As part of a continuing effort to improve services for exceptional students in Florida's public schools, the…

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…

Research in language and communication deficits is briefly cited, and three guidelines for choosing and implementing communication therapies for the learning disabled student are described. (JW)

Suggestions and background information are offered for audiologists, speech-language clinicians, teachers, pediatricians, and psychologists dealing with language and learning problems that appear to be related to auditory processing deficiencies. (CL)

A study involving 120 students enrolled in the Mobile County Public School System of Alabama was conducted to investigate the comparability of the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Kaufman Assessment Battery for Children (K-ABC) instruments in their ability to select students for placement in programs for the…

The relationship between language disorders, learning disabilities, verbal and performance IQ discrepancies and six tests frequently used in screening language disordered children was examined with 95 students in grades 4-12 classified as learning disabled and/or language disabled. Ss were divided into three groups based on profiles from the…

The article provides specific suggestions of how speech language pathologists can use their language expertise in intervention with reading-disabled students. Strategies appropriate for use in individual therapy are discussed and the importance of collaboration with classroom teachers and learning disabilities specialists is stressed. (Author/DB)

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)

The literature on oral narrative comprehension, memory, and production abilities of language-learning-disabled students is reviewed. The relationship of these abilities to academic success is noted. (Author/DB)

Case studies of a third grader, sixth grader, and college student demonstrate differences in literacy problems among the gifted/learning disabled. An informal tool to diagnose writing problems is demonstrated. An instructional approach which considers developmental, remedial, and adaptive student needs is examined along with three sample…

The article describes a method for controlling certain linguistic variables during the process of teaching reading decoding to children with oral language problems. (CL)

The article presents four guidelines for developing favorable classroom language learning environments for learning disabled students including a physical setting which promotes talk; opportunities to interact and use language; opportunities to use language for a variety of purposes and audience; and a responsive teacher who encourages continued…