Learning disabled (LD) and nondisabled (ND) students (N=128) at four grade levels (1, 3, 5, and 7) were compared on 10 measures of figural and verbal creativity. Originality was greater for the LD children at all grade levels, while elaboration was greater for the ND children at all grade levels. (Author/PHR)

The author points out the dangers of misusing identified special talents in learning disabled students, mentions research findings on the creative abilities of the learning disabled, and considers the possibility of two modes of learning for the gifted learning disabled. (SBH)

The article looks at primitive counting techniques and suggests a systematic set of diagnostic activities for teaching young learning disabled children to count. (SBH)

Two 9-year-old boys are described who performed in the normal range on measures of IQ, language ability, and reading. The boys were unable, however, to acquire elementary numerical skills and also manifested other specific cognitive deficits associated with the Gerstmann syndrome. (Author)

The author asserts that superintendent's leadership behavior, more than any other factor, determines the character and quality of the instructional programs provided for learning and language disabled students. (Author)

Explanations and remediation suggestions for five types of mathematics errors due either to perceptual or cognitive difficulties are given. Error types include directionality problems, mirror writing, visually misperceived signs, diagnosed directionality problems, and mixed process errors. (CL)

An approach to prekindergarten screening of learning disabled students is explained to probe six areas of development: gross motor, perceptual motor, auditory perceptual, speech and language, visual motor, and social/emotional. (CL)

The author considers the future of learning disabilities, particularly in relation to mainstreaming, the perceptual deficit hypothesis, and the psychoneurology of learning. (SBH)

The author points out the usefulness of the ALP minicalculator program with learning disabled learners and introduces a novel aspect of the program--a new method of dealing with fractions via the calculator in which decimal answers are converted to equivalent fractions. (SBH)

The author considers the role of teacher attention, attention span, reading, and hyperactivity in the creation and remediation of learning disabilities (LD). He suggests that LD classes which focus on deficits and errors may be maintaining or increasing these behaviors; and that hyperactivity can be be remediated through operant techniques. (CL)

Five resistive activities (activities which integrate symmetric tonic neck reflex and facilitate learning) for use with problem learners are briefly described. Reports on using resistive activities with learning disabled children are offered. (SBH)

The article is a response to R. Maggiore's article "Reliability of Proposed Short Form of Illinois Test of Psycholinguistic Abilities (ITPA)." The authors present evidence to rebut Maggiore's essentially negative conclusions regarding the reliability of the short form test. (For original paper, see EJ 194 153.) (Author/PHR)

A visual error scanning approach to the academic remediation of spelling disorders is described. (CL)

The three theories considered are H. S. Adelman's interactional model of learning disabilities, A. O. Ross' theory of developmental lag in selective attention, and J. K. Torgesen's conceptualization of the learning disabled child as an inactive learner. (Author/DLS)

A close examination of theories dominant in the field of learning disabilities in the 1960s showed that the role of theory in learning disabilities research has been unproductive in enhancing our understanding of the causes of learning disabilities. (Author)