The author discusses the difficulty of noncontent words for children with poor reading skills and advocates a sentence-based program of instruction which has been successfully used to teach noncontent words to learning/language disabled children from 6 to 12 years old. (CL)

Summarizes role of language deficiencies in reading disability, focusing on two areas that appear critical to reading skill: language processing abilities and the awareness of phonological structure. Shows distinguishing characteristics of disabled readers to be consistent with theoretical and experimental findings about skilled reading, and to…

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…

The article provides specific suggestions of how speech language pathologists can use their language expertise in intervention with reading-disabled students. Strategies appropriate for use in individual therapy are discussed and the importance of collaboration with classroom teachers and learning disabilities specialists is stressed. (Author/DB)

Dyslexia is defined in this book as the inability to process language symbols. Dyslexia is seen as a continuum ranging from mild forms of symbol confusion to complex syndromes of disabilities. Three specific kinds of dyslexia are identified: visual dyslexia, auditory dyslexia, and dysgraphia. Two chapters, one describing and one suggesting…

The paper explores several issues which effect the accurate assessment of language and reading disorders and, thus, of discrepancy between expected potential and actual achievement. For related information see EC 132 758-768. (Author)

This study, with 30 language learning-disabled, reading-disabled, and normal primary school children, found that clause structure complexity, fluency, and grammatical and phonemic accuracy tended to be highest when children were discussing absent referents, providing explanations and stories, and giving unshared information. These effects were…

THE THEORY OF DEVELOPMENTAL DYSLEXIA IS CONTRASTED WITH THE THEORY OF DEVELOPMENTAL IMMATURITY TO EXPLAIN EXTREME READING RETARDATION. DYSLEXIA IS DEFINED AS AN ORGANICALLY BASED READING DISABILITY WHICH IS DETERMINED INDIRECTLY SINCE NO ANATOMIC LESION, CHROMOSOME, OR GENE HAS YET BEEN FOUND RESPONSIBLE. DYSLEXIA IS USUALLY DEDUCED FROM (1)…

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).…

Determined that mildly handicapped students need an average of 46 repetitions in context for a word to be recognizable on a word recognition test. Also found that low imagery words require significantly more repetition and that high imagery words are as learnable in isolation as in context. (SKC)

Fifty-six children with speech-language impairments were identified in kindergarten and followed in first and second grades. Subjects' performance on standardized measures of language ability in kindergarten was closely related to reading outcome, especially reading comprehension. Measures of phonological awareness and rapid automatized naming…

Because research data indicate a positive correlation between verbal disabilities and reading retardation, a study was conducted to determine the effectiveness of an integrative approach to language development through the reading curriculum over more traditional therapy approaches. Students from three third grade elementary school classrooms were…

The language of hearing impaired students differs from that of their hearing peers, and can affect their ability to comprehend printed material. Language can be defined as the knowledge of the integration of semantics, syntax, and pragmatics. Hearing impaired children will have difficulty in acquiring language at a normal developmental rate…

In a series of conferences provided for faculty and support staff in several community colleges in the New York City metropolitan area, presentations were made on instructing college students with learning disabilities. Summaries of 15 of these presentations are offered, with the following titles and presenters: "Applying Learning…

This booklet presents strategies developed by six adult basic education (ABE) staff members for helping students with specific learning problems. The strategies were devised through reading, talking with experts in the field, attending a workshop, and experimenting with modified teaching strategies. The guide addresses 36 specific learning…