The bibliography on reading-learning disabilities contains 67 entries, each of which includes an abstract, publishing data, and information on the availability of the document from the Educational Resources Information Center (ERIC) Document Reproduction Service. The bibliography has been compiled from holdings at the Information Center of the…

The purpose of this glossary is to help clarify communication among lay people and professionals by defining current terms--which are not self-explanatory--in the field of learning and reading disabilities. The terms selected for inclusion are those that might be encountered in the literature of the field, in psychological reports, in…

Of 115 consecutive dyslexic children referred for psychiatric evaluation on the basis of their poor or refractory response to reading instruction, 112 (97 Percent) children showed evidence of a cerebellar-vestibular dysfunction. (Author)

The author discusses the correctability of reading failure and suggests that teachers and parents discard fantasies about remediation and emphasize alternative skills through which the reading disabled child can develop his intelligence. (GW)

This paper was part of a symposium on Reading Disabilities presented to teachers in the Denver Public Schools. (Author)

The paper discusses research on cognitive processing of disabled readers (mean age 9 years) within a brain-behavior framework and offers some projections into the future. The author focuses on children with severe reading disablility or reading retardation although reference to "backward" readers is also included. The delineation of subgroups of…

A formulated definition of the term dyslexia is proposed in this paper in order to clarify the semantical confusion which exists among both specialists and the general public. Dyslexia is explained as a generic term for severe and puzzling reading disability, found to be both acute (where reading-age lags 25 percent or more below mental age) and…

In response to J. Lerner's article (EC 081 334) on differences between the fields of reading and learning disabilities, the author distinguishes between reading problems and reading disability, suggests that there are many differences within each field, and notes the compatibility of remedial practices even though theoretical concepts are…

In response to J. Lerner's paper (EC 081 334) on differences between the fields of reading and learning disabilities, the author regrets Lerner's failure to consider such questions as whether resources are being wasted supporting training programs in both areas and whether the target population of failing readers is the same for both disciplines.…

Books for children with specific learning disabilities should be chosen on the basis of typeface, appearance, subject matter, literary merit, length, and illustrations. A list of 42 books chosen with these characteristics in mind is presented. (5 references) (Author/SJ)