The disagreement on terminology used to describe reading difficulties and to classify reading underachievers is illustrated. Some of the research findings on physical, intellectual, emotional, and educational factors which cause reading difficulty are described, with emphasis on replying to questions asked by parents and on clarifying some…

Presented in this paper are findings from research and clinical work conducted over the past seven years that support the following conclusions: "Labels are Useless," which discusses the research in relation to using labels to identify children and concludes that the issue is not the accuracy of the labels--a label is as accurate as its definition…

A survey of the evidence shows that some degrees of malnutrition is relatively widespread among poor children. However, the effects of inadequate nutrition on growth and mental development depend to a large extent on the severity, the timing (pre and postnatal), and the duration of the nutritional deprivation. The data are inadequate on the true…

Described is a project that seeks to develop a new instructional approach that meets the needs of potential highschool dropouts with learning disorders in an attempt to help them acquire necessary levels of competence in the areas of English, mathematics, and science. The project is based on the Elementary and Secondary Education Act Title III.…

The learning wall system, which consists primarily of a special wall used instead of a screen for a variety of projection purposes, is described, shown diagrammatically, and pictured. Designed to provide visual perceptual motor training on a level that would fall between gross and fine motor performance for perceptually handicapped children, the…

Described is a program designed to provide appropriate teaching materials and strategies for learning disabled students in regular classrooms. The program is explained to include special education resource teachers, a learning materials center, and pre-planned self-instructional learning packages, with the goal of supporting and complementing the…

The use of directive cues to facilitate recall and clustering of verbal materials in good and poor readers is investigated. Overall results indicate strong and positive effects of directive cues on the subjects' recall and organization of memory, and indicate that poor readers are unadaptive learners who appear to have a performance deficit,…

Children with visual or auditory reading disorders and normally achieving children performed visual and auditory recognition tasks, with visual or auditory distractors presented. With distractors, learning disabled groups made more errors and did not improve over trials as much as controls. All groups made more errors when task and distractor were…

A study involving 732 preschoolers was conducted to determine the extent to which children identified on preschool readiness test as "high risk" for development of learning disabilities demonstrate low achievement in basic school skills by the time they have completed several years of elementary school. (SBH)

The model established guidelines for a perceptual motor program for learning disabled children in the areas of student evaluation, choice of activities, goal setting, practice sessions, and reinforcement. (GW)

Learning activities involving teaching different techniques that can help a child learn the basic facts are described. (JT)

This experiment examined the possibility that deficient rehearsal is responsible for poor learning in children with learning disabilities by comparing single-trial immediate and delayed free recall of learning disabled children and children with no such disability. (Author/SB)

Seven learning disabled elementary students received metacognitive training in the strategic use of language information (summarizing, questioning, clarifying, predicting) using a reciprocal teaching procedure. Although results of reading achievement posttests were insignificant, subjects experienced greater gains in self-esteem than a control…

The information processing approach to the assessment of learning disabled students' intellectual performance includes decisions about: (1) relationship between hypothesis testing and overall performance, (2) the knowledge base for strategy development, (3) coordination of search strategies, (4) metacognition, and (5) problem solving strategies.…

The arts are important tools in academic learning, especially for learning-disabled students, because they provide a structured activity that increases students' feelings of self-worth. At The Lab School of Washington, such art forms as woodwork, music, dance, drama, and filmmaking are employed. The role of the art teacher is described. (JDD)