Learning disabled adolescents often exhibit psychosocial deficits independent of academic failure and frustration. (PHR)

The validity of the Test of Language Development (TOLD) was investigated with normal reading, reading disabled, and language delayed children (ages seven to nine years). (DLS)

The study involving 371 first graders in the initial sample and 206 in the follow-up evaluated the reliability and validity of the Matching Familiar Figures Test for its possible use in diagnosing the learning problems of young children, who may need special educational services. (Author/SBH)

The role of the special resource teacher can be seen as that of a consultant to the classroom teacher in increasing the teacher's awareness of his or her own problem-solving experiences with the learning disabled child. (Author/PHR)

Seven independent studies of young children's performances on language tests were reviewed. (Author/BD)

The article describes the Oakland Schools Reading and Language Clinic two-part parent program that incorporates understanding, skills, and reinforcement for parents of learning disabled students. (SBH)

The article presents a brief synthesis of several key conceptual and methodological concerns related to the identification of psychoeducational problems in childhood, along with some ethical perspectives and conclusions regarding the state of the art. (Author)

The author argues for more awareness and exploration of individual student differences and handicaps. He recounts individual characteristics which caused several of his students to fail a task in particular ways. (MN)

For availability, see EC 103 600 Presented is a comprehensive procedure for the development and implementation of an individual educational program (IEP) for learning disabled students. (IM)

The article describes a technique for evaluating remedial reading prescriptions as illustrated through case studies of two severely disabled readers (8 and 10 years old) in learning disability classes. (CL)

Forty-five 9- to 14-year-old children with learning disabilities were divided into three groups on the basis of their patterns of reading, spelling, and arithmetic achievement, and performances on 16 measures were compared. (Author/CL)

Two case examples are presented to illustrate the problems that many mildly learning disabled or mildly mentally retarded students encounter in taking notes and taking tests. (SBH)

The consistency and variability of reading test performance was examined with 243 sixth grade students in a New York City public elementary school. (IM)

Data gathered from a sociometric survey of 177 fifth and sixth grade children, including 22 who were learning disabled (LD), indicated that LD children were less popular in general than non-LD children, that no LD children were extremely popular, but that LD children were not overly represented among social isolates. (Author/IM)