The three subtypes children with dyslexic reading and spelling difficulties are classified into: the dysphonetic group, the dyseidetic group, and the growth which suffers from both dysphonetic and dyseidetic deficiencies. (EK)

Current procedures for diagnosing perceptual and language deficits in academic underachievement have resulted in a categorical expression--learning disabilities. The contention is offered that learning disabilities so ascertained not constitute a diagnosable entity. Two features are described that could become central in a diagnosable entity…

Analyzed diagnostic problem-solving behavior of expert practitioners in learning disabilities field. Performed log sequence analysis on thinking-aloud protocols of reading experts (N=17) assessing two randomly assigned pupils with reading and spelling problems. Found: (1) information gathering by experts not guided by theory; (2) much information…

A post doctoral fellowship to study the language handicapped child is briefly discussed. The report concludes a year of study during which the author attempts to develop a foundation to bring education and medicine together to meet the challenge of the language handicapped child. The major areas of study - reading, linguistics, and psychology as…

The Interactive Diagnostic Model, intended to facilitate disability interaction between teacher and clinician on behalf of the young language handicapped child, is described. Four levels of interaction are discussed: identification, diagnosis, management, and follow-up. (JW)

How to identify the learning-disabled child in the classroom and what behaviors are signals is the subject of this article. Suggests steps a teacher should take with a suspected case. (RB)

The paper presents an alternative model of treatment to serve the language and learning disabled children in public schools. The Multidisciplinary Diagnostic and Training Program (MDTP), at the University of Florida, serves students in grades K-6 with learning, language, behavior and/or medical problems. Seven components of the MDTP are addressed:…

Neuropsychological theorizing has led to applied learning disability screening beyond the present knowledge of neurodevelopment of the five-year-old child. A study was undertaken to evaluate the stability and prediction of a language/general intelligence discrepancy at an early age (4.5) to a language/learning disability at a later age (7.8).…

This article, which introduces six papers on the validity of distinguishing subgroups of children with language and learning disabilities based on discrepancies between academic attainment and intelligence test scores, comments on the papers' diversity in samples, measurement characteristics, and statistical approaches and outlines the studies'…

Texas educators, charged with developing a pragmatic service for language handicapped (LH) children in public school settings, produced this handbook on the operation of programs for LH children. Initial program development is reported to involve such activities as defining the target population, assessing needs and district resources, formulating…

Discussed is an experimental demonstration class for children exhibiting severe language disabilities. Staff includes teacher-therapist, classroom aide, psychologist, audiologist, speech and language pathologists, and occupational therapist. A theoretical framework is provided through discussion of phonological, semantic and syntactic aspects of…

The Neurological Key method emphasizes a systematic deductive procedure for reaching clinical decisions about learning disabled children. The rationale for the diagnostic and remedial decisions reached at every node of the Key is explained and is supported by data from clinical and experimental studies in psychology and neurology. (Author/SJL)

The educational evaluation and remediation of written language disorders in learning disabled students are considered. It is suggested that a written language assessment should involve a thorough educational history and a complete psychoeducational evaluation. Attention is directed to written language assessment and remediation for handwriting,…

This study investigated the diagnostic effectiveness of the Language Assessment Tasks (LAT) in differentiating language disordered students from nonhandicapped students. LAT was administered individually to two groups of subjects (experimental and control) matched for sex, race, and birthdate (ages 9-14 years). The performances of each group of…