A joint organizational statement on vision and therapy for learning disabilities and dyslexia is presented by the American Academy of Pediatrics, the American Academy of Ophthalmology and Otolaryngology, and the American Association of Ophthalmology. (CB)

A criticism of the obfuscatory nomenclature, and the negative influence on children labeled with learning disabilities. (RA)

The article describes negative characteristics of educational therapists which can aggravate and perpetuate a child's disability. (RD)

Twenty-four learning disabled students (10 to 14 years old) assigned to three reward schedules (response contingent reward, 100 percent noncontingent reward, and 50 percent random noncontingent reward) were asked to replicate block designs and solve coding problems. No differences were found in errors, but Ss in noncontingent conditions…

Advance organizers, activities used before the learning task, can help mainstreamed learning disabled adolescents organize information more efficiently. Ten steps for developing advance organizers proceed from informing students to introducing vocabulary and stating the general outcome desired. This approach is easy to implement and may result in…

The article proposes a simplified handwriting method for learning disabled children having difficulty with conventional cursive writing. The approach is based on the vertical downstroke rather than the diagonal slant and emphasizes the natural connection between manuscript letters. (Author/CL)

Two samples of learning disabled (LD) children (a total of 208) were evaluated in order to reveal several subgroups of LD children within A. Bannatyne's recategorization paradigm. Five subgroups were shown with varied profiles. Recognition of this intragroup variation could greatly enhance the use of diagnostic instruments in developmental…

Among findings of a study involving 94 elementary learning disabled (LD) students were that Ss with math goals on their individualized education programs did significantly more poorly on a subtraction test than did Ss without math goals, and that Ss' subtraction skills generally improved with age except for age 11. (CL)

Literature on metacognition, particularly studies by A. L. Brown and J. H. Flavell, are reviewed, and it is argued that a learning disabled adolescent may become a more active learner by being taught a system of strategies for learning. Comprehension skills, motivation, and metacognitive skills are interdependent. (Author/CL)