Twenty-nine learning disabled (LD) students in grades 1-4 were compared with non-LD students on comprehension of relative clauses. Ss were given baseline, 2-way, and 3-way reversible sentences to test comprehension and examine strategy differences. Results showed that LD students performed more poorly than non-LD students for all sentence types at…

To identify children who use a perseverative text processing strategy and to examine the effects of this strategy on recall and comprehenson, 255 fifth and sixth graders were screened for large differences between regressed standard scores for inductively (main idea last) and deductively (main idea first) structured paragraphs. Sixteen Ss were…

The study compared the Halstead-Reitan (H-R) neuropsychological test profiles of 25 normal, 47 learning disabled (LD) and 20 brain damaged (BD) young adults. Multivariate analyses indicated that the H-R battery could differentiate these groups beyond chance expectancy and that the neuropsychological deficits in LD performance are intermediate in…

A group of 41 children with learning disabilities, originally referred to the Bellevue Hospital Mental Health Clinic at ages 8 to 10 years for behavior problems was studied for 10 years after initial contact. A control group of 30 children was also identified--the two groups differed in academic achievement and in the presence of neurological…

Ineffective teaching strategies plague teachers of learning disabled (LD) students just as ineffective learning strategies interfere with the performance of LD students. As a remediation for ineffective teaching, or dyspedagogia, the paper suggests the use of the LOAD procedure. LOAD is an acronym for the terms of Learning, Operation, Application,…

The study examined social status as determined by conceptions of friendships, perceptions of social competencies, and behavior in school in 23 learning disabled (LD) Caucasian boys, 8-11 years old; 23 nonLD controls matched for age, sex, race, IQ, socioeconomic status, and homeroom; and 141 nonLD children both boys and girls, in the third grade…

A developmental mathematics program at Hill Top Preparatory School in Rosemont, Pennsylvania is designed to help learning disabled students prepare for jobs and college work. Intended for non-college bound as well as for the college bound, the program emphasizes aspects of environment (appropriate placement, self pacing, small groups), process…

In two experiments, learning disabled (LD) students were taught attributes of North American minerals via mnemonic instruction, free study, or a visual-spatial display condition similar to that proposed by Engelmann and Carnine (1982). In the first experiement, 36 junior high school-age LD students were taught specific attribute values (hardness =…

The study investigated whether a self control strategy training procedure was effective in improving compositions of two 12-year-old learning disabled students. Effects of training on three objective aspects of compositions (number of different action words, action helpers, and describing words) were investigated using a multiple baseline across…

Fifty students from intermediate level learning disabilities classrooms were administered the Torrance Tests of Creative Thinking as pretests and posttests to measure the effectiveness of creativity instruction on the creative written expression of the subjects. For 14 weeks the Purdue Creative Thinking Program was used to stimulate the learning…

Learning-disabled junior high school students (N-36) were taught three dichotomous classifications for each of eight minerals; hardness level (hard-soft), color (pale-dark), and common use (home-industry). Ss were randomly assigned to three experimental conditions in order to learn this information. In the direct instruction condition, Ss were…

Discussed an educational program designed to meet the needs of children with specific learning disabilities. (RK)

Noted are international developments in the education of learning disabled children. (GW)

The mother of a child with specific learning disabilities recounts his progress from 18 months to 16-years-old and stresses the need for coordinated medical, educational, and parental action to identify and remediate learning problems. (LC)

Concluded that adolescents with learning disabilities exhibited quantitative and qualitative reductions in the recognition of affective cues which related to visual-motor organization. (RB)