The author reviews the controversy over definitions of learning disabilities and posits two "givens" in any defintion of the condition: that all learning is neurological, and that learning is conditioning. He proposes a definition based on neuropsychological dysfunction which can be translated into an educational regimen. (CL)

Twenty-four children (8 to 9 years old) who reversed letters were randomly assigned to either the control or experimental group (15 additional minutes of laterality training per day for 4 weeks). Analysis of results demonstrated that training did not significantly affect the number of reversals. (Author/CL)

Although research results generally fail to confirm a consistent relationship between reading performance and visual perception, auditory perception, or modality preference, clinical observations and teachers' opinions suggest the presence of such a relationship. The article reviews the research and suggests factors, including asking the wrong…

The position statement of the Council for Learning Disabilities' Board of Trustees opposes the measurement and training of perceptual and perceptual-motor functions as a part of learning disability services and recommends instead that assessment and remediation focus on the primary disorders of listening, speaking, reading, writing, reasoning, and…

Research is reviewed regarding cluttering (a speech language disorder typified by problems of fluency, articulation, receptive and expressive language, and perceptual motor skills), and the concept is advanced that cluttering is a syndrome of learning disability symptoms. (CL)

This article critically examines issues of whether children with learning disabilities differentially exhibit concomitant problems in sensory integration (SI) and whether such children are helped by SI therapy. It concludes that research findings indicate that SI therapy is not merely unproven but a demonstrably ineffective remedial treatment for…

Position statements of the Council for Learning Disabilities oppose the following: (1) use of discrepancy formulas in the identification of learning disabled individuals; (2) inclusion of nonhandicapped low achievers and underachievers in learning disability programs; and (3) measurement and training of perceptual and perceptual-motor functions.…