Discusses the inadequacy of three basic assumptions that school systems make in early identification of learning disabilities that (1) learning disabilities is a category relatively easy to define, (2) such identification can be done easily by trained professionals and paraprofessionals, and (3) prevention, in the form of intervention, naturally…

Results of the study involving 30 learning disabled and 30 normally achieving fifth graders indicated that questions increase the retention of main ideas in learning disabled children; however, questions had little effect on the retention of main ideas in normally achieving children. (SBH)

In the first of two articles, the author discusses purposes of and problems involved in diagnosing learning disabilities (LD). Sections focus on three topics: the relationship between LD diagnosis and other assessment activity, the objectives of diagnostic classification, and specific conceptual concerns regarding the LD label. (Author/SBH)

A study involving 98 children (6 to 13 years old) in ten learning disabilities (LD) classes investigated the hypothesized pattern of recategorized WISC-R (Wechsler Intelligence Scale for Children-Revised) subtest scores into spatial, conceptual, and sequential areas. (SBH)

It was found, among other things, that reading and spelling were surprisingly separate in both groups, though the discrepancy was greater in the backward readers, and that both groups appeared to use phonological cues in spelling more than reading. Journal availability: J. B. Lippincott Co., Philadelphia, PA 19105 (Author/DLS)

The relationship between neurological examinations and scores on the Quick Neurological Screening Test (QNST) was analyzed for 353 undifferentiated students in the general population and 204 students with known or suspected learning problems. No S shown to have a clearly abnormal neurological examination received a low score on the QNST. (CL)

The paper presents a selective review of current alternative conceptualizations of learning disabilities and reading disability. (Author)

The paper presents findings from research on megavitamin nutritional therapy with behavior-disordered and learning-disabled children. The results suggest it is a valid biochemical alternative to other means of therapy. Some researchers are concerned about the possibility of poisoning the system and the lack of evidence of long-range effects. (PHR)

A study of the effectiveness of the multidisciplinary team approach to the identification and evaluation of learning disabled students found that such an approach seemed to be effective. (Author/DLS)

The findings indicated that the two-component (direct and indirect service) resource room model successfully served a greater number of pupils than did the direct-services-only model. However, the two-component model achieved fewer successful program completions in the direct services component than did the single component model. (Author/DLS)

An approach to ameliorate social perception deficits in learning disabled children is described. Based on task analysis and diagnosis and prescription, the approach is seen to cover four stages in teaching nonverbal communication skills: discrimination of specific social cues (body language), understanding of the social meanings of such cues,…

The collaborative efforts of clinic and school district personnel to provide comprehensive evaluations in children with severe learning disabilities are described. Reasons for mixed success of the program are discussed. (CL)

Problems in the application of traditional process-oriented approaches to diagnosis and treatment of learning disabilities suggest a need to alter the manner in which these basic processes are conceptualized and measured. (Author)

Compared the WISC-R performance of children ranging in age from 6-6 to 15-10, referred to a university center for suspected learning disabilities, with that of clinically-defined groups of learning disabled children. The university center children were bound to have WISC-R profiles similar to those of the learning disabled children. (Author)

The study involving 40 learning disabled children (6-8 years old) investigated the relationships between the various indexes of the McCarthy Scales of Children's Abilities (MSCA) and the scales of the Wechsler Intelligence Scale for Children-Revised (WISC-R), and the comparability between the MSCA General Cognitive Index and the WISC-R Full Scale…