Descriptor
| Minimal Brain Dysfunction | 4 |
| Reading Difficulties | 4 |
| Teaching Methods | 4 |
| Literature Reviews | 2 |
| Beginning Reading | 1 |
| Behavior Problems | 1 |
| Criteria | 1 |
| Dyslexia | 1 |
| Exceptional Child Research | 1 |
| Individualized Instruction | 1 |
| Learning Disabilities | 1 |
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| Journal Articles | 1 |
| Reports - Research | 1 |
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Peer reviewedBalow, Bruce – Reading Teacher, 1971
Concludes that perceptual-motor activities are not likely to improve reading skills directly but suggests that there are a number of reasons for including such activities as an addition to the curriculum. Tables and bibliography. (RW)
Descriptors: Behavior Problems, Literature Reviews, Mental Retardation, Minimal Brain Dysfunction
Peer reviewedRosner, Stanley L. – Reading Teacher, 1971
Points out that many students with reading problems are categorized as dyslexic" or minimally brain damaged," while little attention is paid to techniques needed to remediate the difficulty, and stresses the need for operational definitions. (RW)
Descriptors: Dyslexia, Individualized Instruction, Learning Disabilities, Minimal Brain Dysfunction
Reed, James C.; And Others – Reading Res Quart, 1970
Descriptors: Criteria, Literature Reviews, Minimal Brain Dysfunction, Neurological Impairments
Peer reviewedStein, Claudia L'E.; Goldman, Jacquelin – Journal of Learning Disabilities, 1980
The study involving 63 children (6 to 8 years old) compared the effects of two reading programs, the Palo Alto Reading Program and DISTAR, on primary grade children with reading problems. Results indicated that use of an operant reading program (DISTAR) was more effective than the Palo Alto program. (SBH)
Descriptors: Beginning Reading, Exceptional Child Research, Minimal Brain Dysfunction, Operant Conditioning
