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 author reviews research on visual training for learning disabled students and addresses three major topics: what vision training is, for whom it is appropriate, and how effective it is. She cites the lack of solid research base from which to derive clinical decisions. (CL)

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)

The author traces the history of optometric vision training and its influences on academic performance and presents his views on the current controversy over the value of vision training for students with learning disabilities. He concludes with a list of approximately 50 references on the topic. (CL)

Regular and special educators (N=334) identified the social skill competencies necessary for successful performance in secondary mainstream settings. Competencies fell into three major areas: appropriate work habits, respect for others and their property, and ability to follow school rules. (Author/CL)

A direct nonverbal measure of body-image was attempted with 242 normal 4-15 year olds, and 32 children known for letter reversals. Analysis of incorrect responses indicated the major source of error was likely due to inattention to relevant directional cues. However, a subgroup of letter reversers also persistently reversed their body skills.…

Using a memory for sentences procedure, 50 learning disabled boys, with and without motor impairments, were compared with normal controls when trained with and without motor enactment. Memory in both normal and learning disabled Ss (with and without motor impairment) improved significantly following motor enactment with a trend for greater…