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)

Available from: The Division for Children with Learning Disabilities Council for Exceptional Children 1920 Association Drive Reston, Virginia 22091 Identified and related to the educator are four central issues in the field of learning disability: (1) determining the true parameters of the field, (2) monitoring tests and materials presumed…

The extent and direction of curriculum bias in standardized reading achievement tests were examined. (Author)

Investigated was the effect on the sensory integration of 24 aphasic students, of a 7-month sensorimotor program-designed to stimulate the tactile, vestibular, and proprioceptive systems; motor planning ability; bilateral integration; postural and equilibrium responses; visual form and space perception; and motor development. ( DLS)

Reviewed is the Sequenced Inventory of Communication Development, a test intended to provide speech and language pathologists information on early communicative behaviors. (BD)

Provided is a perspective on the family's role in the education of handicapped children--one which views the family as an educational agent. (BD)

A group of 41 learning disabled children were tested on the WISC-R. Two main questions were explored: (a) Do WISC-R tests assess "g" for learning disabled children to the same degree that they do for normal children? (b) Is there significantly more scatter among the tests for learning disabled than for normal youngsters? (Author)

The study investigated WISC-R subtest pattern scores of 58 learning disabled children. The evidence indicates that the low subtest scores on Arithmetic, Coding and Information were characteristic of this group. The study did not support the Verbal-Performance discrepancies as useful in the diagnosis of learning disabilities. (Author)

Critically reviewed is research on the use of stimulant drugs with hyperactive and otherwise learning disabled children. (Author/DB)

Compared were three perceptual or language instructional programs with each other and with a direct prescriptive approach to reading problems of 112 learning disabled children (ages 6-10 years). (MH)

Questionnaires were sent to 234 parents of children with learning disabilities to provide parents with an opportunity to react to and evaluate the diagnostic and counseling process they experience in relation to three groups of professionals: physicians, psychologists, and educators. (SBH)