Oral reading errors of 10 learning disabled children (9-11 years old) were examined in order to describe the type of errors, the use of graphic, syntactic, and semantic information, and the implementation of correction strategies. Tape recordings were made of individual oral reading sessions, and errors were classified according to substitution,…

Investigated with a follow-up study of successful reintegration into regular classes in the Toronto system was the success of two special programs for elementary level students who were identified as having learning disabilities presumed to be organic, or whose learning disabilities were primarily emotional or behavioral in origin. The initial…

The neurological impress approach to remedial reading was investigated in a spring session involving 20 children and in a summer session involving 24 children. Children ranging in age from 7 to 14 were paired according to age and intelligence and then were assigned randomly to experimental or control treatments. All were at least a year behind in…

Provided is an evaluation report of a special education program in New York City designed to improve the reading and arithmetic skills of brain-injured children in mainstream classes (grades 1 through 8). An assessment of the extent to which participants improved in reading and mathematics and a study of the extent to which the actual program…

Presented is the Illinois Regional Resource Center's Manual for Diagnostic Teachers which is designed to provide a model for assessment, individualized educational planning, optimal placement, and short and long range follow-up of children (3-21 years old) with unexplained learning problems. Section 1 provides an introduction to the…

Reviewed are findings from 60 research studies investigating the relationship of visual discrimination, spatial relations, memory, and auditory-visual integration to school learning. (Author/CL)

Reviewed is research on laterality and its relationship with reading in normal and learning disabled children. (CL)

Shows that a perceptual-motor curriculum in body image and in space and directionality produces significant effects for kindergarteners identified as potentially perceptual-motor disabled. (RL)

In a study on the effects of labeling, 78 fourth-grade Ss from a rural school containing an integrated special-education program viewed one of two videotapes that depicted a child demonstrating various kinds of academic and social behavior. (Author/PHR)

A Behavior rating scale, usable for parents and teachers, was devised to measure overt behavioral characteristics of children with learning disabilities. (SBH)

Manual communication methods used by the deaf may be helpful techniques for remedial instruction with hearing children. (MKM)

The effect of two special education resource models (teacher consultant model and resource room model) on student achievement and on teacher and student behavior was contrasted, using 480 learning disabled and educable mentally handicapped children (mean age of eight years and four months). (BD)

The author presents characteristics of the spatially competent learning disabled (SCLD) child and reviews research on the topic. (PHR)

Twenty-nine handicapped university students (14 physically handicapped, 9 visually handicapped, 5 learning disabled) were interviewed regarding their educational experiences. (BD)

The study involving 98 students (in grades 1-3) examined the statistical commonalities among three teacher checklists of student behaviors and one form of a self-reported personality questionnaire. (SBH)