Results indicated that learning disabled (LD) children performed less well than non-LD children on tasks requiring internal strategies or plans. With one exception, hyperactive and nonhyperactive LD children performed similarly. Across groups, children with more behavioral problems also were children who used less mature cognitive strategies.…

A psychotherapist reviews literature on emotional problems requiring psychotherapy in learning disabled children and discusses issues involved in providing psychotherapy and remediation concurrently. Among issues covered in case studies are the individual's frequent denial of the need for treatment as well as resistance to treatment. (CL)

Demands of mainstream secondary and postsecondary settings on learning disabled (LD) students are reviewed, including demands to work independently with minimal teacher help and feedback, complete assignments, and gain information from large volumes of materials written at relatively high readability levels. Attempts to teach learning strategies…

Learning disabled students (N=28, 10-15 years old) who participated in cooperative learning tasks increased levels of peer acceptance and cooperation as measured by sociograms and choice cards tasks. Characteristics of successful activities were noted. (CL)

Deletion exercises, in which students are asked to supply words removed from texts, can be motivating for learning disabled students. The most common categories of information items that can be deleted include narrative, grammatical, conceptual, and logical elements. (CL)

Twenty-six severely learning disabled students aged 10 through 20 enrolled in a special residential school were interviewed. Most were found to have very little insight into the nature of LD and tended to attribute their learning problems to their own lack of effort. (Author/CL)

One hundred learning disabled (LD) and 118 nondisabled children (six-13 years old) participated in the study which demonstrated significantly higher anxiety and lower self-concept in the first group. The differences emphasized the self-dissatisfaction of the LD group and their pawning related anxiety. (Author/CL)

Examined individual differences in the number of learning trials needed by 36 disabled readers to reach criterion on training words during phonics instruction. Low-, average-, and high-achieving pupils were characterized according to rates of initial learning. Results confirmed the value of a dynamic assessment model in learning disabilities. (CL)

Learning disabled boys' (N=25) communication skills were less effective than those of their normally achieving peers. Specifically, LD Ss talked more but said less than normally achieving Ss, appeared more comfortable doing than describing, and were less effective adapting messages to the needs of the listener. (Author/CL)

The study examined the verbal language complexity and styles of 10 learning disabled and nondisabled sixth graders. Results indicated that LD boys had less complex verbal language; they could adjust verbal language and style to listener; and both LDs and non-LDs showed particular complementary communication styles. (Author/CL)

Teachers can discover students' means of dealing with spelling as a problem through investigations of their error detection and correction skills. Approaches for measuring sensitivity and bias are described, as are means of developing appropriate instructional activities. (CL)

The paper reviews research on the pragmatic language skills of language impaired and learning disabled students. Discourse skills are analyzed in terms of communicative intentions, presupposition, social organization of discourse, and context. Narrative skills are examined according to narrative structure, scripts, text cohesion, and audience…

The following aspects of left-handedness are discussed: etiology and associated learning and developmental disorders; right-brain dominance and how to detect it; adaptations to the physical learning environment; behavior patterns; and teaching techniques. (JW)

A step-by-step relaxation technique for teaching spelling to learning disabled students is described. (JW)

A phonics lesson with a learning disabled adult is analyzed to illustrate the author's contention that learning and learning dysfunctions cannot be explained primarily in cognitive terms which seek to reduce complex social-psychological interactions to narrow mental explanations. (CL)