Learning to read is one of the most important indicators of academic achievement. The development of early literacy skills during the preschool years is associated with improved reading outcomes in later grades. One of these skill areas, phonological awareness, shows particular importance because of its strong link to later reading success.…

The current study examined social cognitive skills in children with nonverbal learning disabilities (NLD) compared to normally achieving (NA) children. The relation between social cognitive skills and psychosocial adjustment was also investigated. There were no group differences on children's ability to represent orally presented social vignettes.…

Emergent literacy skills are predictive of children's early reading success, and literacy achievement in early schooling declines more rapidly for children who are below-average readers. It is therefore important for teachers to identify accurately children at risk for later reading difficulty so children can be exposed to effective emergent…

A study involving 154,203 Hawaiian public school students (5 to 20 years old) found a significant correlation to children born in each successive month (months were numbered from January onward) who were classified as learning disabled. Findings suggested that late born children have more specific disabilities than early born children. (CL)

A learning-disabled adult offers an autobiographical account of his educational, social, and vocational experiences. (Author/DB)

The article discusses aspects of the definition of "learning disabilities". The process of learning is discussed including such themes as social interaction, personal reflection and response, integration, transformation/growth, and ecological wholeness, balance, and fit. Encouraged is a nonproblematic definition of learning disabilities. (DB)

A successful adult with dyslexia recounts his experiences as a child including poor school reports, emotional problems, clumsiness, as well as the help provided by a special school for boys with dyslexia. (DB)

This study presents a longitudinal examination of the development of reading and reading-related skills of 22 Grade 4 children identified as having reading disabilities (RD) who had been followed since kindergarten. The analyses were conducted to investigate the patterns of emergence of RD as well as reading ability and risk status across the 5…

This study investigated early clinical differences between 27 children (ages 0-4) with pervasive developmental disorder not otherwise specified and 27 children with attention deficit disorder. Results revealed almost no differences between both groups with respect to pregnancy or birth complications and suggest that differences become more…

An adult, nontraditional student with learning disabilities and attention deficit disorder, now enrolled in a community college, describes the pain of her school experiences, her quest for self-identity and personal satisfaction, and the value of drug therapy and other treatments. Suggestions are offered for students with similar problems. (JDD)

Considers whether mental retardation can be considered a concomitant disability associated with learning disabilities or whether these are mutually exclusive categories. Emerging issues concerning definitions, classification, etiology, and lifelong development of these students are addressed. Also discussed are appropriate educational curricula,…

The Central Nebraska Goodwill Industries Transition Model is a process initiated during the freshman year of high school. Involvement begins with assessment/evaluation activities culminating in development of a transition planning component to the Individualized Education Plan. The model includes development of a regional transition advisory…