Part 1 of a two part series. Part 2 entitled Learning Problems: A Sequential and Hierarchical Approach to Identification and Correction" will appear in the Spring 1971 issue. (RD)

Guidelines are presented for the teaching of children with learning disabilities in the normal classroom environment. In an interview with Dr. Jeanne McRae McCarthy. (EJS)

Simple exercises designed to improve visual and auditory perception are presented as part of a remedial reading program. (EJS)

The brains of 16 premature infants who died within their first month of life were studied microscopically. Journal Availability: See EC 152 470. (Author/CL)

Twenty-one learning disabled students and 25 non-LD students were asked to explain their high and low scores in a bowling game under conditions of either high or low success. LD Ss' explanations did not differ over the two conditions. Findings suggested that LD Ss viewed their difficulty as something that could not be overcome. (Author/CL)

Six modifications of minimum competency tests were found to enhance performance of 345 learning disabled third graders. Modifications included administering fewer subsections of the test per session, grouping similar skill items in sequential order of difficulty, and using symbols to organize the flow of items within the test. (CL)

A resource teacher of learning disabled adolescents describes a cognitive strategies approach designed to allow students to generalize skills to other tasks. This approach focuses on such skills as gaining information from texts, performing more accurately on tests, and presenting written work attractively and cogently. (CL)

A study of articles appearing in the "Journal of Learning Disabilities," from 1971 through 1980, yielded results such as 87 percent of definitions of dyslexia were in terms of a selective reading or spelling deficiency on a standardized test and only one of 45 studies classified dyslexics. (Author/MC)

The author reviews issues related to grading learning disabled students that may cause problems between special and regular education teachers. He suggests that too many regular teachers have confused and arbitrary grading policies and that a pass/fail approach may be a wiser alternative. (CL)

The study investigated six inferential measures of attention with 140 Ss, eight to 12 years old (with 14 learning disabled and 14 nondisabled Ss at each age level). Results indicated the measures did not consistently identify learning disabled students and did not predict classroom attending behavior. (Author/MC)

A highly structured six-step strategy to teach paragraph organization skills to learning disabled secondary students revealed that the students, who were beginning rather than remedial writers, could profit from a formula writing approach that focused on one writing component at a time with maximum practice. (CL)

An example is provided of remediation activities for learning disabled adolescents having a specific computation difficulty with place value and the subtraction with regrouping algorhythm. A seven-day remediation procedure, which may be used with the other basic operations, fades from the concrete to the symbolic mode. (CL)

The method of repeated readings may be useful with disabled readers. Many disabled readers decode text in a word-by-word fashion and consequently have difficulty understanding what they read. This failure is often attributed to their inability to focus attention simultaneously on decoding and comprehending the message. (Author/SEW)