Compared were the effects of small group instruction and cross-age tutorial instruction on 29 learning disabled, educable retarded, or emotionally disturbed elementary school children in a resource room setting. (Author/MC)

Favorably reviewed are a prescriptive program model, a handbook containing educational therapy materials, a collection of large type books, and a psychophysical development program to be used with learning disabled children. (MC)

Prepared by the Reading Research Foundation, Inc., Chicago, Illinois. (RJ)

Technical problems in the assessment of learning disabilities (LD) are only a small part of the problems leading to the misidentification of children in this category of handicap. Given all the other motives and purposes served by labeling a child LD in school, apparently sound measurement advice may actually do more harm than good. (LC)

Learning disabilities are not often recognized by college personnel serving the handicapped on campus, despite the students' need for services. Some outstanding institutional programs exist and should be made known. Research into program structure and development is needed. (MSE)

Four groups of 7- to 10-year-old girls (N=37), who were either (1) hyperactive, (2) reading disabled, (3) hyperactive and reading disabled, or (4) solely attention disordered, were contrasted with male counterparts on measures of intelligence, achievement, personality, and cognitive style. Among findings were significant sex differences across…

Results of an investigation of the effectiveness of computer assisted instruction with learning disabled students in an elementary school indicate that computer assisted instruction increased students' mathematics skills. Twenty-one references are listed. (JJD)

This research study is designed to determine (1) to what extent educationally low achieving inmates differ in their cognitive performance from high achieving inmates, and (2) if such differences exist, to what extent can the level of cognitive performance in the former group be modified in a positive direction by a specific learning experience.…

Black children are currently underrepresented in the less stigmatized and more prestigious special education classes for learning disabled students. Learning disabilities classification procedures discriminate against Black children. Ohio's placement formula is critiqued, and parents are urged to become politically active on their children's…

Analyzed the reliability, abnormality, and validity of Verbal Performance discrepancy scores on the WISC-R in relation to clinical decision making about learning disabilities. Suggests the information of greatest value seems to be the magnitude of the discrepancy that is both reliable and valid for learning-disabled children. (Author)

Questions the results of an earlier study that found that accommodating instructional style to disadvantaged students' interaction patterns increases the students' achievement-related behavior. (AEA)

A collection of articles on the lifelong process of motor development focuses on: (1) neural changes in lifespan motor development; (2) the effects of developmental memory differences on learning motor skills; (3) physical growth and motor performance; (4) motor development in children with learning disabilities; (5) a motor development program…

Studied the stability of Child Study Team classifications over four years by relocating learning disabled (LD), emotionally disturbed (ED), and unclassified boys (UC) originally sampled in 1975. Results demonstrate high stability of classification status for UC children, moderate stability for LD children, and relatively low stability for ED…

From the perspective of reading specialists, factors contributing to reading difficulties include visual and auditory limitations, instructional and environmental problems, and emotional difficulties. A hierarchy of word recognition skills is presented. The usefulness of diagnosing children learning disabled or dyslexic is examined in the context…

Learning disabled fifth graders in Florida were given modified versions of the Florida State Student Assessment Test. Modifications such as additional examples, smaller subsections, unjustified formats, and grouping of items in order of difficulty facilitated the students' performance. Use of large-print tests made little difference. (Authors/PP)