Student scores on the Woodcock-Johnson Achievement Test showed four years of declining scores. Data collected from a teacher pre-questionnaire indicated problems in the areas: elementary mathematics curriculum, the curriculum adoption process, training of teachers in using purchased texts and manipulatives, confidence of teachers in utilizing…

Children today are very different from children of even five years ago. More and more children are recognized as having learning difficulties, and their self-esteem is more fragile than ever. Children used to TVs, VCRs, cellular phones, computers, and Gameboys demand high-interest activities rather than the "skill and drill" methods of a decade…

The approach to learning disabilities emphasizes the potential for learning by any organism in extraordinary environmental conditions regardless of the severity of the handicap. (MC)

In a study to determine whether learning disabilities can be predicted from kindergarten teachers' anecdotal reports, 37 boys later diagnosed as learning disabled, were selected and their kindergarten class identified. (Author/MC)

An overview of research on the relation between measurable perceptual-motor skills in young children and academic success reveals a primitive state of the art. (Author)

The major thrust of special education today lies in early identification and treatment aimed at returning the student as soon as possible to the main street of the educational program. This project focuses on kindergarten children. (Editor)

This article describes a treatment program for psychogenic learning problems which synthesizes the functions of therapist and teacher into one helping role. Several cases illustrating different applications of the therapeutic-tutoring procedure are described. (Author/EAK)

Neurologically impaired children require consiciously and thoughtfully tailored speech on the part of teachers conversing with them. (Author/MC)

One-hundred children (mean age 10 years) who had been referred to an interdisciplinary learning disabilities group were described on the bases of physical and neuropsychological status, intelligence, level of reading and school achievement, and family background. (Author)

Sixty-two first graders were identified as high-risk learners and randomly assigned to one of three remediation techniques or a control treatment. (Author/DB)

Described is an intervention program which stresses observation and therapy of the developmentally delayed preschool child in a variety of settings ranging from the one-to-one therapist and child clinic setting to integration in a community kindergarten with limited supportive tutoring. (DB)