Discusses research efforts at the University of Windsor focusing on the question of whether it is the case that some or all of the deficits exhibited by children who are classified as learning disabled are due to cerebral impariment and suggests that a neuro-psychological approach can provide a useful heuristic framework. (Author/JM)

Much of the literature on language and learning disabilities focuses on the remediation of specific problems from a technical point of view. The affective component is frequently overlooked. Suggestions are made for the roles of teachers, counselors, and parents. (Author)

Condensation of an address to California Association of School Psychologists and Psychometrists at the Nineteenth Annual Conference, March 23, 1968.

The author first reviews traditional approaches to classroom spelling instruction, then presents research on remedial spelling instruction for learning disabled children. Section I considers factors which make spelling harder than reading, the history of traditional spelling instruction from Colonial times to the 1950s, the generalization…