A study focusing on verbal and nonverbal communication and interaction factors involved in teaching children with severe learning difficulties suggested that differences in teaching style or strategy are closely related to the way in which language's functional qualities are expressed. (CL)

Daily practice for 15-20 minutes of repeating series of numbers resulted in improvement in auditory, sequential memory for five 13-year-olds with moderate learning difficulties. Subjects in the control and placebo group also demonstrated progress. Experimental Subjects demonstrated greater increases over a two-year period. (CL)

A language-based test battery was used to identify characteristics of 101 learning disabled adolescents. Factor analysis revealed four major components (oral language; silent language; short-term memory processing; perceptual-motor) and suggests a distinct set of factors representative of juvenile offenders alone; or factors representative of…

Prevalence of minor somatic complaints for learning-disabled children (N=30) was compared to that of two control groups: normal (N=559) and educable mentally retarded children (N=69). LD Ss demonstrated a significantly higher prevalence of complaints, but the extent of resulting absenteeism was less than that of nonhandicapped children. (Author/CL)

A learning disability index (LDI) based on a principal components analysis of the Weschler Intelligence Scale for Children-Revised normative data has been developed to depict verbal or nonverbal deficits on that test. Ss (N=1550) referred for educational difficulties returned mean scores on the LDI that were reliably different from expected scores…

Profiles of three persons (9-11 years old) with extremely reduced masking level difference results (scores which measure binaural release from masking) are reported. It is suggested that tests of the MLD appear to be a useful adjunct of an evaluation battery for patients with presumed auditory perceptual problems. (CL)

A language arts teacher describes a successful project for mainstreamed learning disabled students in which spelling words are used to make a design. Three examples are provided. (CL)

A camping experience provides learning disabled students with opportunities to increase their self-esteem, sense of social cooperation, use of language, and rapport with teachers. (CL)

A concealed video camera can record learning disabled students' behavior and provide a nonjudgmental way for them to see how they appear to others. Such an approach can include a positive emphasis on redirecting energy as well. (CL)

The article describes ways in which music and elements of rhythm, harmony, melody, form dynamics, and mood can contribute to language development in learning disabled children. (CL)

A learning disability index (LDI) for the assessment of intellectual deficits on the K-ABC is described. The population parameters of this index allows for assessment of the abnormality of the LDI in the individual case, as well as for evaluation of statistical significance of any change in the LDI from test to retest. (Author/CL)

The cognitive patterns of three learning disability subtypes were studied: (1) students with higher math than reading skills, (2) students with higher reading than math skills, and (3) students with equally low math and reading skills. Results indicated that although the three groups were characterized by a number of discrete or unique patterns,…

Parents' reports on social competence and behavioral problems were obtained for 53 learning disabled boys 12-16. On average, the LD boys showed significant lower levels of social competence and more behavior problems compared to normative samples of boys in the same age range. Results were compared to previously published findings for younger LD…

The geometric organizer, a multisensory technique using visual mnemonic devices that key information to color-coded geometric shapes, can help learning disabled students read, organize, and study information in content subject textbooks. (CL)

Via a demonstration-plus-model technique, the equal additions method of subtraction was used to teach seven learning disabled students (grades 3-5) subtraction requiring reqrouping. Results suggested that instruction in the equal additions method was effective in producing an increase in student computaton of subtraction with regrouping. All Ss…