The validity of the Woodcock-Johnson Psycho-Educational Battery was evaluated with a sample of 50 learning disabled fourth graders. In general, the Battery has some convergent validity but little discriminant validity relative to various cluster scores or specific uses. (Author)

As a result of highly specific phonic lessons, reading performance was increased by three years over a three month period. (Author)

Thirty kindergarten children with teacher-identified learning difficulties were matched for age, sex, and socioeconomic status with 30 children who were not experiencing any problems learning. The matched control group exhibited superiority on all A. Bannatyne categories. However, the predicted Bannatyne pattern for the group with learning…

The author argues that there must come a time when educators decide to stop remediating the learning disability and help the adolescent live with the fact that s/he has a learning disability. Factors to consider include chronological age, grade, motivation, nature of school program, and severity of disability. (DB)

Using the Canter Background Interference Procedure with the Bender Gestalt Test, a group of 18 adolescent suicide attempters earned test scores indicating they had significantly more problems with visual motor coordination than did a control group of 21 adolescents. (Author/SBH)

The article describes a method of improving the instruction provided by learning disabilities classroom teacher aides. Advantages of the self-recording approach are listed. (PHR)

The sociometric standing of 42 primary-aged learning disabled students was investigated in a sparsely populated rural area where learning disabled children were mainstreamed in an elementary school in which an "open concept" delivery of services system was in operation. (Author/SBH)

A four-step instructional procedure to assist the learning disabled child to distinguish the distinctive features of letters is described. The procedure involves distinguishing the lower case "b" via a fading out technique from its upper case counterpart "B." The letter directionality can be cued so that the "b-d" distinction is readily apparent.…

This study assessed the utility of Bannatyne's recategorization of the WISC-R with a group of 97 adjudicated adolescents who varied in intelligence. Findings affirmed the extension of Bannatyne's recategorization to samples other than genetic dyslexics and supported his major hypothesis of stronger spatial than sequential abilities. (Author/SJL)

Answers eight questions concerning the teaching of reading to handicapped children. Includes background information on Public Law 94-142, discussions of mainstreaming and "least restrictive alternatives," and suggestions about instructional practices for use with the handicapped learner. (MKM)

The Continuous Performance Test was administered to 16 normal and 16 learning disabled males (CA 12.5) to test the proposition that learning disabled children manifest an attention deficit related to reading performance. (Author)

First grade entry ages were determined for all learning disabled (LD) children in grades 1 through 12 in a large special education cooperative. The results suggested the possibility that children who enter first grade early may be more likely to be labeled LD than children who enter when they are older. (Author)

Suggestions for adapting the physical education programs for learning disabled students are offered. Among strategies suggested are provision for a structured program and an individualized program which uses knowledge of the specific learning disability to tailor the program to the child. (PHR)

WISC-R subtest profiles were examined for 20 learning disabled and 20 mentally retarded children. The rank order of the WISC-R subtests supports the concept of distinct Patterns for these exceptional children. Correlations between the present samples' subtests patterns and previous findings are also reported. (Author)

The article discusses two subtests of the Detroit Tests of Learning Aptitude: the Disarranged Pictures subtest which measures visual perception, and Memory for Designs, which assesses recall and reproduction of abstract visual presentation. Diagnostic and prescriptive considerations are reviewed. (CL)