This article reports on homework practices of 88 teachers of learning-disabled students. While the findings indicated that respondents were using several quality practices, some problems were noted, especially as regards motivational difficulties. Suggestions for confronting these problems and improving homework procedures are presented.…

This study sought to identify clusters or subtypes of children with learning disabilities (LD, n=24) and brain damage (BD, n=36) using a neuropsychological battery. Five clusters were determined, but no one cluster was composed exclusively of LD or BD subjects. Significant qualitative and quantitative differences between clusters were found.…

Comparison of behaviors exhibited by 19 hyperactive and 17 nonhyperactive (learning disordered) children found differences between groups to be more often qualitative than quantitative. Hyperactive students demonstrated more talking, unsystematic search, and motor impersistence while nonhyperactive students demonstrated more upper extremity…

Studies the sequence in development of conservation concepts in 19 language-impaired children aged 6-9 years and 20 children of 3-11 years who had no impairment. The two groups showed a similar sequence of development regardless of delay. Conservation of number appeared first, followed by weight, substance, length, area, and volume. (RJC)

The article reviews theories of learning (e.g., stimulus-response, trial and error, operant conditioning, cognitive), considers the role of motivation, and summarizes nine research-supported rules of effective learning. Suggestions are applied to teaching learning strategies to learning-disabled students. (DB)

The article gives suggestions for teaching mainstreamed secondary level learning-disabled and other students notetaking skills. Adaptations to help the student when notes are taken from a lecture and when notes are taken from the chalkboard are offered and include giving the student a lecture outline on which to add notes. (DB)

A study of 90 learning-disabled and 94 nonlearning-disabled students, aged 9-12, found that the peer status of subjects was related to their social behavior and to their placement in the school system. These findings lend support for Judith Wiener's Reciprocity Model of Peer Status. (Author/JDD)

This paper focuses on definitions, incidence, and characteristics of the multihandicapping condition known as "learning disabled, hearing impaired," in order to provide a means of identifying these children and determining whether or not they require different teaching strategies. (JDD)

A framework is provided for selecting and analyzing social skills curricula for teaching students with learning or behavioral difficulties. The framework emphasizes analysis of such programing considerations as individualization, cost-effectiveness, assessment, maintenance, and generalization. Presented are a checklist for analyzing the curricula…

Learning-disabled students may have some characteristics that make them particularly vulnerable to suicide. This article describes common misconceptions about suicide, discusses danger signs indicative of suicide risk, outlines steps in crisis intervention, and lists suggested information pamphlets and films. (JDD)

The study examined Performance and Verbal IQ scores for 27 depressed and 15 nondepressed children (mean age 10 years) with learning difficulties. Previous findings (Brumbach, 1985) of a significant association between depression and Performance IQ deficits were not supported by the current study. (Author/DB)

The study found that college student writers with learning disabilities (N=35) produced better coherent written text than did underprepared non-disabled students. LD writers appeared to understand text structure like normally achieving writers but, like the underprepared writers, they experienced difficulty in the production process. (Author/DB)

Federal and state efforts to enhance equal education opportunities through narrowly framed special programs have become problematic, as core curriculum instruction is slighted and children are classified in highly dubious ways. This article discusses problems and needed reforms of both the "second system" and regular education. Includes 20…

The performance of 10 language-learning disabled ninth graders was compared to that of 16 normally achieving ninth graders and 10 normally achieving fourth graders on a modified Piagetian problem solving task sensitive to cognitive changes in early adolescence. Results suggested significant conceptual limitations in the language-learning disabled…

Comparison of 181 children (ages 9-15) in either learning disability (LD), mild mental retardation, or regular education placement on the Durrell Listening-Reading Series found LD children were less delayed in listening than in reading skills, scored higher than children in the mild mental retardation group, and lower than the regular education…