In response to S. A. Cohen's paper on research problems in learning disabilities, the author suggests that ecological methods are equally valid scientifically as experimental methods if the problem is well conceptualized. (DB)

Learning disabled subjects functioned on both the cognitive and perceptual sections of a Time Understanding Inventory at a level three grades below their CA grade placement equivalent, suggesting that their lack of mastery of time concepts represented a generalized rather than specific disability. (KW)

The author reviews the accomplishments of the five Learning Disability (LD) Institutes and cites several failings, including lack of longitudinal studies and low level of cooperation among institutes. Successes are seen to include information on the nature and complexity of LD and on important variables in pupils' academic and social success.…

Moderately and severely learning disabled boys were evaluated in terms of constructs of reflection-impulsivity and field dependence-independence, which concerns cognitive style and whether one is able to perceive and utilize discrete elements of his perceptual field. (KW)

Thirty educable mentally handicapped (EMR) and 30 normally achieving boys, matched on mental age (8-years-old), were administered a measure of locus of control and a series of six block designs. (GW)

Focused on the relationship between attentional problems and learning disorders, the paper contains a brief review of background theory and evidence, and proposes an analysis of attentional problems which takes into account three partially independent but interactive aspects of attention: coming to attention, decision making, and maintaining…

Fifty-eight kindergarten and primary grade teachers (from both a suburban, middle socioeconomic status (SES), Anglo community and an urban, low SES, black community) were individually interviewed in order to determine their perceptions of children's behavior indicative of educational high risk. (LC)

Interviewed were 286 California teachers and 29 administrators in a survey designed to identify characteristics of pupils and programs included under the categories of Educational Handicapped and Educable Mentally Retarded. (DB)

The state of the art in early identification of children with learning problems is reviewed, and generalizations about the value of early screening are offered. (CL)

Administrators of 166 California school districts were questioned regarding transition programs (mandated by legislative and court actions) for students previously classified as educable mentally retarded (EMR). Detailed program descriptions were obtained from the 10 administrators interviewed, while information from 156 districts was obtained…