The author criticizes an exploratory study of mathematics curricula for 6-13 year olds for its neglect of the needs of students with learning difficulties. He cites the importance of better assessment strategies, use of the problem-solving approach, development of an intersubject emphasis, and encouragement of estimating abilities. (CL)

Third graders (N=32) were administered items from reading achievement tests and interviewed concerning strategies they employed and level of confidence in each answer. Results indicated that LD students were less likely to report use of appropriate strategies on inferential questions and to attend carefully to specific format demands; LD students…

Learning disabled and nondisabled (N=22) children were individually observed in their classroom. Results indicated that normal youngsters spent about 80 percent of observed time on-task regardless of task demands. Learning disabled youngsters varied in their on-task behavior as a function of task demands. (Author/CL)

The author criticizes an article defending the concept of learning disabilities and points out methodological concerns. He asserts that the term has not only not reduced ambiguities and inconsistencies in the definitions but has increased competition for diminishing federal and state support. (CL)

The study examined the stability of WISC-R (Wechsler Intelligence Scale for Children-Revised) Verbal-Performance (V-P) differences at the triannual reevaluation of 71 learning disabled students from Hawaii. Results revealed a slight increase of three points in the V-P differences, with a correlation of .55 between the Time 1 and Time 2 V-P…

RATE (Read and Then Evaluate) provides opportunities for learning disabled students to self-select appropriate reading materials, form and communicate opinions about their reading, and gain confidence in themselves as readers. Teachers' observations confirmed the effectiveness of the program, which was expanded to involve students sharing the…

The teacher of six deaf 11- to 12-year-olds who were also socially maladjusted and/or learning disabled describes how he used the opportunity to participate in a class movie as a reward for classroom behavior and productivity. (CL)

A case study describes the evaluation and successful intervention with a learning disabled college student who evidenced visual perceptual motor processing deficits. Tutoring sessions focused on reading, math, spelling, and handwriting skills. (CL)

Comprehensive college programs for learning disabled students may include special admission policies, diagnostic testing, and prescriptive planning, special advisement, remediation of basic skills, tutoring in subject area courses, spelling courses for college success, auxiliary aids and services, and counseling services. (CL)

Thirty-five learning disabled third- and sixth-graders were compared with matched peers using teacher ratings of temperament, problem behavior, and observed classroom behavior. Group differences were significant on the first temperament factor, task orientation, and teacher ratings of several problem behaviors, with each difference favoring the…

The Spolin Theater Games consist of more than 200 games and exercises to encourage spontaneity, creativity, and interpersonal communication in group settings. This article describes the use of Spolin games in four classes of six- to nine-year-old educationally handicapped children and looks at changes that occurred, particularly in the way…

Twenty-two 9- to 12-year-old disabled children with severe mathematics disabilities and 18 normal controls with average math achievement were given six tests of conservation. Significant group differences appeared which indicated that many learning disabled children have not yet developed the concept of conversation, even in the upper elementary…

Services for learning disabled adults are discussed through a comparison of their treatment in the Dutch and Danish delivery of services. Promising practices are related from a European perspective and questions are raised about the evolution of services to learning disabled adults in the United States. (Author/CL)

Mothers (N=24) generally evidenced coping mechanisms when involved with medical, social, and educational agencies, and were able to obtain services. However, coping functions broke down in direct confrontation with the child. Mothers, contrary to traditional attitudes, experienced relief at receiving a diagnosis, confirming their suspicions rather…

Experiment I demonstrated that while LD children were judged more negatively under instruction to act naturally, these children were judged as positively as nondisabled children when prompted to ingratiate. In Experiment II, a group by instruction interaction was found and was similar in nature to that found in Experiment I. (Author/CL)