The author's response to H. Reed's paper (EC 115 148), on the relationship between biological defects and educational aptitude and achievement, refutes Reed's three main points of view on empirical grounds. (For other responses and a rebuttal see EC 115 150-154.) (PHR)

This paper proposes a model of a process group conducted with elementary learning disabled students. The school psychologist is proposed as leader of the group. Five goals are identified and the process of the group is discussed. Specific procedures are mentioned to enable the school psychologist to conduct a process group. (Author)

A multiple-baseline-across-subjects study found that training in self-management reduced the inappropriate verbalizations of two middle school students with learning disabilities in a special class setting. The students also progressed more rapidly through the classroom token-economy levels system, designed to improve academic and social skills…

Defines and describes the consultation, collaboration, and teaming models that have been implemented for educating students with learning disabilities. Delineates how these models contribute to interactive teaming, outlines the key features of the interactive team, and provides some guiding principles for successful implementation of this model.…

Describes Attention Deficit/Hyperactivity Disorder (AD/HD) and problems faced by AD/HD college students, including difficulties in concentrating and reduced self-esteem. Discusses implications for educators, suggesting that changes should be made in educators' attitudes and behaviors and in the learning environment. Argues that community colleges…

Three second-grade students with learning disabilities were measured twice a week for 12 weeks on 2 types of curriculum-based measurement (computer maze and oral reading) and an intervention of repeated readings was implemented. Data indicated that the repeated reading intervention affected oral reading CBM, but not performance on the maze…

Fifteen middle school students with mild disabilities and poor reading comprehension were taught to independently create cognitive maps from reading passages. Comparison with a matched control group indicated that students who were taught the cognitive mapping strategy demonstrated substantial gains in both literal and inferential comprehension…

Discusses learning disabilities and describes services that have been developed in public libraries to help patrons with learning disabilities. Topics include collection development; assistive technology; outreach programs; staff development; and sources of help and information. (LRW)

Over a six-week period, students (N=19) with learning disabilities in an inner-city middle school were taught the chronological order of the U.S. presidents. Half the time a modified mnemonic keyword-pegword strategy was used and the other half rehearsal and representational pictures. Delayed posttesting revealed a significant main effect for…

Sixth and seventh grade students (n=18) with mild to moderate learning disabilities (LD) were taught social studies by using instructional sequence techniques. Results found LD students performed significantly better when these techniques (breaking new material into small units of information and providing frequent student practice and teacher…

Uses the concepts of risk and resiliency to frame discussion of how a learning disability affects nonacademic outcomes such as emotional adjustment, family functioning, adolescent problems, and adult adaptation. A learning disability is viewed as one risk factor which interacts with other risk and protective factors including individual internal…

This study evaluated the transfer of decoding skills from a code-emphasis program that used a controlled text to a literature-based basal reading series consistent with the whole language approach. Participants were 11 elementary students with learning disabilities who received reading instruction in a resource program. Results found students…

A model is presented for assessing students with learning disabilities suspected of having social difficulties. Categories for assessment are described, including affective status, self-efficacy, social status, social skills, and the absence of destructive behaviors. Examples of assessment measures are provided for each category and the model's…

Survey of provision for specific learning difficulties in 41 Scottish secondary schools examined dilemmas generated by the incompatibility of strategies for specific learning difficulties with established "learning support" approaches used for general learning disabilities. An emerging model of provision builds on learning support…

A survey of 51 state departments of education (including Washington, DC) regarding their definitions of learning disabilities, identification criteria, and operationalization procedures showed the continued effect of the 1977 federal definition and criteria, while revealing variations in state definitions and criteria. The impact on prereferral…