The case study of a gifted boy with learning disabilities is presented; and his problems, diagnoses, and treatment from first grade to junior high school are recounted. Available from: EC 090 032. (IM)

Criticized are existing methods of identifying learning disabled children, and suggested are three objective conditions thought to be more appropriate. (DB)

The author sees threats to children, rather than brain disorders, as the cause of learning disability symptoms. (IRT)

Learning Disabilities Association (LDA) of Minnesota has gotten many questions over the years about dyslexia. Examples of questions answered in this issue include: (1) When a learner reverses letters, is this dyslexia? (2) How does one teach an adult with dyslexia? (3) Can dyslexia be cured? and (4) Can GED accommodations be received for dyslexia?…

Technology has changed the world. Unfortunately, for many adults with learning disabilities (LD), the literacy demands of technology are beyond their reach. Since most adults with LD struggle in the area of reading, they are frequently not able to understand higher levels of written language or remember multi-sequence procedures often necessary…

The author calls for improved advertising standards and evaluation of products claiming to improve learning abilities of learning disabled children. (DB)

Books for children with specific learning disabilities should be chosen on the basis of typeface, appearance, subject matter, literary merit, length, and illustrations. A list of 42 books chosen with these characteristics in mind is presented. (5 references) (Author/SJ)

Described is a three dimensional approach to helping parents of learning disabled children which includes educative counseling, interpretive counseling, and habilitative involvement of parents. (KW)

Described is the Educational Services Center in Granville, New York, which provides diagnosis, prescriptive planning, and evaluation of students referred for learning problems from four school districts. (KW)

The study examined the relationship between the accuracy of repetition of syntactic structures and phonological sequences by language disordered children, and examined the effect of meaning on the phonological sequence repetition accuracy of a group of language disordered and normal speaking children. (Author)