A "whole person" approach to spelling instruction included use of visualization, relaxation, music, suggestion, and memorization techniques for nine secondary students with poor spelling. All students demonstrated improved spelling skills as well as increased self-esteem and self-awareness. (CL)

The process/conference model of writing instruction is described for intermediate-level learning disabled students. Students proceed through several stages of writing (rehearsal, drafting, revising, editing, and rewriting) during which they have conferences with the teacher and eventually publish their writing. (CL)

In Study 1, 85 percent of 248 third-, fifth-, and twelfth- grade students identified as normal could have been classified learning disabled (LD). In Study 2, 88 percent of a low achieving fourth grade sample could have been identified as LD, with 4 percent not meeting any criteria for classification. (Author/CL)

Reports that both learning-disabled (LD) and non-learning-disabled (NORM) children recalled disproportionately more adjacent words than semantically related or spaced words in a free recall task. Spaced words were less likely to be recalled by the younger children and by the LDs. NORMs' recalls were governed by purposive semantic processing to a…

The Carrow Elicited Language Inventory was used to compare imitation skills of kindergarten children identified as high risk for learning disability with those of a normal control group. Significant differences were found between groups in the total number of errors and ability to imitate adjectives, conjuctions, pronouns, and verbs. (Author/CL)

The effect of two discourse modes--description and argumentation--on the syntactic complexity of written expression of 54 learning disabled boys in grades 6, 8, and 10 was examined. Among many results was that the simple sentence was used most in the descriptive mode. (Author/MC)

Computer logic is advised for teaching learning disabled children because the computer reduces complicated problems to series of subproblems, then combines solutions of subproblems to solve the initial problem. Seven examples for using the technique are given, including solving verbal math problems. Encourages teachers to learn computer…

Examination of the effects of four content variables (phonemic elements, format, familiarity, and sequencing) on oral reading performance and comprehension of 15 learning disabled 9-12-year-olds revealed that three of the variables resulted in slower reading or reduced comprehension, while familiarity positively influenced performance. (Author/CL)

A microcomputer program features the "Diagnostic Evaluation of Writing Skills" (DEWS), in which 41 criteria are provided representing most common types of errors. An evaluation of DEW'S diagnostic ability revealed its value as a means of selecting students in need of special remediation. (CL)

Seven learning disabled children (six-nine years old) participated in classes featuring Slingerland (group multisensory activities) or Sullivan (individualized traditional) reading approaches. Both groups evidenced nearly equal improvement in differing areas. Possible reasons contributing to the appeal of the Slingerland approach are noted. (CL)

Representative reactions from eight regular class teachers regarding visits to special education classes for learning disabled students are presented. Reactions stressed the student's need for approval, the success of high expectations and realistic goals, and admiration for the work of the special education teacher. (CL)

Research on subtypes of learning disabilities (LD) is reviewed and the importance of targeting specific deficits in attending behavior, impulsivity, and hyperactivity is noted. A protocol for the behavioral assessment of LD is suggested, and examples of molar as well as molecular interventions are cited. (CL)

The writing of learning disabled students can help teachers diagnose reasons for spelling errors and view spelling performance in terms of developmental factors. Further, practice in writing can provide opportunities for self-correction via modeling adult spelling. (CL)

Parents who do not attend school meetings regarding their learning disabled children are classified as apathetic, burned-out, intimidated, or resigned. Suggestions are made of ways teachers can promote parent involvement. (CL)

The article presents the complex history of educational provisions for learning disabled persons in Belgium, from the founding of the Ecole Chazal school for educationally retarded children through the decade after passage of the 1972 national law to educate all handicapped persons. (MC)