Adding mediation (guidance in problem solving) to an educational task enabled learning disabled sixth graders to produce superior performances compared with unmediated tasks. The author contends that focus on problem-solving skills is needed as much as emphasis on reading and perceptual skill development for learning disabled students. (CL)

A sandplay technique is explained to have helped learning and reading disabled students get in touch with their feelings as well as to have improved their reading skills. (CL)

The author discusses applying J. Piaget's philosophy to the treatment of learning-related visual problems by first probing for the available knowledge in the person's ocular sensorimotor intelligence, visual thinking, and logical reasons. Then, through tasks, the individual is encouraged to engage in high-level thinking in the undeveloped areas.…

Analyses indicated that the poorer performance of learning disabled students on the Woodcock-Johnson Tests of Cognitive Ability, as compared to their performance on the Wechsler Intelligence Scale for Children-Revised, can be explained in terms of the kinds of behaviors sampled in the Woodcock-Johnson battery. (Author)

The study investigated the effectiveness of the color coding technique in remediating the reversals of p, b, and d for 23 upper elementary school children with reversal problems. Using color coded letters as cues in words was less effective than simply practicing the same words without color coded cues. (Author)

A project of the University of Maryland has developed a driver education curriculum for the learning disabled. Several states are making efforts to improve driver education, including rewriting materials and providing oral tests for drivers' licenses. Options for future safety programs include parent-student seminars, multidiscipline teaching, and…

In the study, 44 learning disabled (LD) and 44 average students (four to nine years old) labelled objects and pictures, recalled their own language labels, and relabelled common objects. Students with learning disabilities were found to be qualitatively rather than quantitatively different from controls in language and memory. (Author)

The article delineates the training and competencies individuals should possess if they have primary responsibility for classification and placement decisions for the learning disabled. (Author)

The study compared 50 school-identified learning disabled (LD) children with a group of 49 low achieving students (nonLD) not identified as LD. Analysis indicated considerable similarities between the groups; an average of 96 percent of the scores were within a common range, and the performances of LD and low achieving children on many subtests…

An interactional approach to attention problems in learning disabled children takes into account the degree of voluntary attention required by the task, the degree of structure in the setting, and the characteristics of the child. (CL)

Third grade learning disabled students (N=72) were assigned randomly to one of two treatment groups or a control group. The group receiving the instructional program performed significantly better on two of the three tasks. (Author/SB)

Results showed that, even with efficient instructional procedures, overloading, higher failure rate, and percentage of transposition spelling errors and greater variance in performance may occur when the number of words presented each day exceeds three. (Author)

Twenty-one young adults who had received educational services for learning disabilities as young children were interviewed regarding their adult adjustment. Results indicated that the majority had required additional supportive educational service throughout their schooling; needed vocational social activities. (Author) assistance; and were often…

Results indicated that 8 of the 36 adolescents fell into the strategy-absent category, characterized by a large discrepancy (in either direction) between their verbal and nonverbal abilities. Ss whose disabilities were limited primarily to reading and written language were largely spontaneous strategy users (17 out of 20). (Author)

The use of visual imagery, visualization, and guided and unguided fantasy has potential as a teaching tool for use with learning disabled children. Visualization utilized in a gamelike atmosphere can help the student learn new concepts, can positively effect social behaviors, and can help with emotional control. (SB)