The study examined the demographic distribution of 102 subjects with attention deficits in the Wechsler Intelligence Scale for Children-Revised standardization sample. Although neither age nor occupational status were significant, males and female residents of the West were overrepresented. (Author/DB)

Administration of the Children's Depression Inventory to a sample of 53 children (ages 8-11) identified as learning disabled found that 35.85 percent of the children reported depressive symptoms. There were no significant differences based on gender, ethnicity, and level of special education, and there was not a linear trend for age. (JDD)

This study of 640 twins with reading disability and 436 controls (mean age 12) examined external validity of the distinction between specific reading retardation and reading backwardness, in 3 domains: genetic etiology, sex ratio and clinical correlates, and neuropsychological profiles. There was no evidence of differential genetic etiology of the…

Findings supported the theory that children born late in the year are significantly more likely to be referred for academic problems in the primary grades than are children born early in the year. (CL)

Two-hundred and eighty college students were asked to establish priorities for assigning tutorial help to children failing in school. (Author)

Twenty-two studies are reviewed that report the effects of social skills training and intervention with 572 children (ages 5-19) with learning disabilities. Characteristics examined, along with intervention effectiveness, include age and sex of subjects, grade grouping, group size, intervention duration, intervention procedures, subject selection,…

The study found that the Kaufman Assessment Battery for Children (K-ABC) was valid in predicting reading, mathematics, and written expression for Black, Hispanic, and White male students referred for special education services. The K-ABC scores were not valid predictors, however, of written language achievement for referred females. (Author/DB)

The time required for 96 children (ages 8-15) with and without learning disabilities to interpret emotions based on from facial expressions, and the accuracy of those interpretations, were investigated. Children with learning disabilities were less accurate and spent more time identifying specific emotions. Both age and sex influenced response…

Analysis of personal and educational histories and test data of 33 learning disabled adults revealed that many characteristics of learning disabled youngsters described in the literature persist into adulthood. Some significant sex differences in the reasoning section of the Woodcock-Johnson Cognitive Ability Test and in math achievement are also…

Secondary students (88 with learning disabilities and 103 without) completed a substance abuse screening inventory. Of the 30 students who were classified as chemically dependent, 70% were students with learning disabilities. The presence or absence of a learning disability was a better predictor of chemical dependency than gender, ethnicity, age,…

This study investigated whether significant group, gender, and grade differences existed in the learning style preferences of high school students with learning disabilities (n=53) and gifted students (n=64). Findings indicated significant group differences in preferences for light, design, and kinesthetic modality, as well as for motivation,…

A study applied the polygenic threshold model to previously reported differences in gender ratios among children with reading disabilities and close family members with similar disabilities. The results were found to be predictable with the model. (MSE)

The investigation compared the sociometric status of 37 learning disabled (LD) elementary grade boys and girls and their non-learning disabled peers. Findings indicated that the lower sociometric status of LD children was attributable to same-sex rejections of girls. LD children tended to play alone more often than non-LD children. (Author/DB)