The author speculates on the mythic symbolism of the maze and describes her work with learning disabled students who responded favorably to mazes, especially to visualization tasks involving mazes. (CL)

Readiness activities are described which are designed to help learning disabled (LD) students learn to perform computations in story problems. Activities proceed from concrete objects to numbers and involve the students in devising story problems. The language experience approach is incorporated with the enactive, iconic, and symbolic levels of…

Based on a review of the literature involving group counseling and guidance activities with learning impaired adolescent students, the article focuses on the cooperative assistance that counselors and special education teachers can provide for the learning disabled. (Author)

A study of 158 students reveals that the learning-disabled students perceive their locus of control to be significantly more external than do their non-disabled counterparts. (Author/MLF)

The study was undertaken to determine if there were differences in the social perception of 23 learning disabled (LD) and 34 nonLD elementary school children. Results showed that LD children were less accurate in their perception of social interactions than normal children. (Author/SB)

The author explores elements of copying written work in sequential order; and offers specific techniques for developing copying skills, particularly in primary grade students experiencing copying problems. (SW)

The paper reviews studies on decoding's role in reading comprehension problems among learning disabled students and suggests that a subgroup exists of students with good verbal intelligence but who overrely on prior knowledge in processing written language. Distinctions between oral and written language factors are made. (CL)

Investigated were the effects of differential reinforcement of other behavior (DRO) and response cost (RC) on the attending behavior of a learning disabled (LD) 7-year-old and a behavior disordered 10-year-old. The differential effects of the DRO contingency in the two case studies were attributed to differences in the reinforcement schedules.…

Forty-nine learning disabled (LD) and 47 normal children (7 to 11 years old) were probed on their awareness of attentional processes. In a second experiment, performance on the meta-attentional tasks was related to academic achievement for 54 LD children after academic intervention. (Author/SB)

Three learning disabled 10- to 11-year-old boys with severe attentional problems were taught to self-monitor their on-task behavior while participating in oral reading tasks. Results indicate that self-monitoring procedures can be effectively employed during oral, small-group instruction and that positive behavioral changes can be maintained.…

After initial efforts to maintain the traditional posture toward learning disabilities in the rewriting of the Rehabilitation Comprehensive Services and Developmental Disabilities Amendments of 1978 (P.L. 95-602), the Rehabilitation Services Administration yielded to a new conceptualization which will now allow the severely LD access to…

The LD first graders were found to have a lower level as well as greater variability in their understanding of basic concepts. The greatest discrepancy of the LD group was found on concepts of quantity, space, and miscellaneous, respectively. (Author)

The study examined the use of A. Bannatyne's Wechsler Intelligence Scale for Children-Revised (WISC-R) subtest score recategorization hierarchy in identifying elementary students with learning disabilities (LD). The results indicated that Bannatyne's pattern was of little value in differentiating between LD students and nonLD students and, if…

Forty special education teachers were asked to make some decisions about a fourth-grade boy portrayed as learning disabled or emotionally handicapped and whose work samples were representative of high or low levels of competence. Placement decisions and future performance predictions were a function of the child's perceived competence. (Author)

The author discusses the dangers of using grade equivalency scores to identify learning disabled students. Deficiencies include that grade equivalents invite misleading interpretations, assume that the learning rate is constant throughout the school year, and exaggerate the significance of small differences in performance. Standard scores are…