An informal study suggested that although auditory input affects and often interferes with learning, especially in learning disabled children, the students learn to cope with the interference. The importance of considering all learning modalities was stressed. (CL)

Differentiated are children with mental regress learning deficiency characterized by poor capacity to mentally reorder events and children with poor memory. (DB)

The author presents ideas for allowing LD students to discover ways to improve their problem-solving skills. Activities touch upon the influence of the environment, the need for patience and planning, factors in sequencing and organization, and the importance of thoroughness and revision. (CL)

The article reviews 22 studies concerned with learning disabled children under 10 years old in which there was a clear attempt to compare auditory and visual modality preferenes to visual and/or auditory methods of teaching words or other written verbal symbols. (PHR)

Resistance applied to activities of rocking, creeping, and walking as a means to increase visual attention of students who are easily distracted is described. The resistance activities are said to result in improvement of gross motor coordination, oculomotor control, memory processes, and untimately, greater efficiency in academic learning. (CL)

Multisensory techniques to remediate reversal problems in learning disabled students are reviewed. (CL)

Suggestions are made for helping learning disabled students correct reversal errors. Activities include tracing over words, using a pencil or finger to keep the eyes moving toward the right, and underlining frequently reversed words. (CL)

The article reviews theories of learning (e.g., stimulus-response, trial and error, operant conditioning, cognitive), considers the role of motivation, and summarizes nine research-supported rules of effective learning. Suggestions are applied to teaching learning strategies to learning-disabled students. (DB)

The relationship between a hearing impaired boy with above average academic achievement and a learning disabled boy is discussed. Results showed that both children gained from the experience not only academically, but also in social development. (PHR)

The benefits of using games in instructing learning disability students are pointed out, and some games that can be played with a deck of learning cards are outlined to illustrate several methods that can be used with a single set of materials. (SBH)

Cumulative teaching, in which it is made certain that a child acquires one competency before proceeding to another of the same type, is described in terms of assumptions, main ideas, and its application to phonics, vocabulary, and basic addition for learning disabled students. (CL)

The article reviews techniques which incorporate visual, auditory, and kinesthetic modalities in developing reading skills of perceptually handicapped students. (CL)

A spelling program was devised for learning-disabled students, using elements from "Signs for Sounds," the Cloze method, and "Auditory Discrimination In-Depth." Day-by-day use of the program involves drawing word pictures, spelling the words with tiles and blocks, writing on the board, using the words in written sentences, spelling bees, etc. (JDD)

Twenty learning disabled (LD) students (9-12 years) with normal verbal IQs performed better on elaborated paired associate learning tasks than 20 LD Ss (10-12 years) with lower verbal IQs. (CL)

The keyword and pegword methods, related mnemonic strategies to improve performance in encoding and retrieving factual information, are described as effective procedures for helping special education and remedial students increase their learning and memory skills. (JW)