The article reviews published investigations of social status among learning disabled children, adolescents, and adults. Results indicate that, contrary to prevailing assumptions, not all learning disabled persons are held in low esteem by their teachers, parents, and peers. In fact, some learning disabled students are popular. (Author/CL)

Describes a study in which 20 reading-disabled children, ages 7-10, were compared with 20 nondisabled readers in the same age range as to their ability to interpret complex sentences. Results showed that the nondisabled readers performed at higher levels of grammatical development than did the reading-impaired children. (SED)

Describes a special student whose determination to succeed despite disabilities was an important lesson for an entire school. (MD)

In attempting to explain definitional problems in the field of learning disabilities, the authors review concepts from the history and philosophy of science. It is concluded that learning disability is a victim of its own history, and a breaking from the past is necessary for the definitional problem to move closer to resolution. (Author/CL)

Assessed the validity of the Woodcock Johnson Tests of Achievement for learning disabled elementary school students (N=40 and N=32). Results suggested the WJTA is technically adequate in terms of concurrent validity. However, the apparent content overlap questions the use of scores to document discrepancies in specific skill areas. (JAC)

Research has suggested that career maturity, measured by students' readiness to make sound educational and occupational choices, is deficient in learning disabled students. The Career Development Inventory focuses on five dimensions: career planning, career exploration, decision making, world-of-work information, and knowledge of preferred…

Compared the relative efficacy of externally managed and self-managed free token response-cost systems in decreasing inappropriate behavior of two learning-disabled students. Differential effects of treatment conditions were assessed using alternating treatments design. Results found both treatment conditions equally effective in decreasing…

Students with learning disabilities can prepare for the SATs (Stanford Achievement Tests) by (1) counseling sessions to discuss college prerequisites and pre-admission tests; (2) taking more academic courses or procuring necessary remedial help; (3) school personnel identifying and correcting skill weaknesses; and (4) discussing abuses and uses of…

Teacher-made tests can be adapted for learning disabled students during the process of test construction (incorporating aspects of directions, individual items, and test design) or during test administration. (CL)

A model depicting teacher-to-teacher communication can serve as a guide for special class teachers to systematize and streamline communication with regular teachers of mainstreamed learning disabled students. (CL)

Four education/counseling models for parents of learning disabled children are described and examples offered: (1) therapeutic models, featuring intensive individual or group therapy; (2) informative models, emphasizing basic information; (3) management models, stressing principles of behavior modification and management; and (4) helpful hints…

The paper suggests that a continuum of severity within the learning disabled population is functionally related to the ease of adaptation to the environment. It is suggested that adaptive criteria can be used to determine homogeneous subgroups among the learning disabled population functionally as well or better than criteria based on traditional…

Learning disabled (LD) and non-LD boys (grades two and six) were given a false recognition task. Study and test items were manipulated to form visual, acoustic, and semantic distractors. Results suggest that LD students do not spontaneously use the effortful semantic processing strategy of elaborative rehearsal. (Author/CL)

The author explores how researchers' mishandling of abstract constructs, and their linear and atomistic epistemology, serve to further obscure the field of learning disabilities. The alternative suggested involves viewing the problem from an orientation of process, context, and relationship. (Author/CL)

A national survey of 42 state level administrators indicates that models of service used in remediating problems of learning-disabled (LD) students standardized definitions. Results of program ranking, from "excellent" to "poor" were: LD resource, Consulting Teacher, self-contained, modified self-contained, itinerant resource, noncategorical, and,…