The article presents an analysis of the 229 research reports which have appeared in two major learning disability journals since 1978. Among findings are that the vast majority of these studies are quasiexperimental in nature and control of extraneous variables (e.g., intelligence) was not appropriately demonstrated in many studies. (Author)

Analysis of 113 studies revealed that researchers most often selected their learning disabled sample on the bases of academic, age and sex, and intelligence components. Less than half used the process or exclusion components or included a description of grade placement. (CL)

Using a modified reception paradigm, 64 normal and learning disabled children (mean age 11 years) were required to solve unidimensional, disjunctive, or conditional connectives under standard-attending or enforced-attending instructions. (Author)

Experiment 1 showed that LD adults and normal third graders recalled significantly less of a story they had heard than university adults; sixth graders and community college adults were intermediate. In Experiment 2, simple repetition was shown to be extremely effective for improving story recall. (Author)

The literature on involvement programs for parents of learning disabled children was reviewed to discover the types of programs attempted, their results, and their implications. The most common program types were tutoring and counseling. Results for both types were generally positive. (Author)

Learning problem children older than 9 (N=132) completed the Self-Administered Student Profile, a test consisting of quotations gathered from children with learning disorders. Analysis indicated that the school and the child were more often in agreement than any other two data sources (including parents and the clinic team). (CL)

A transitional English class proved successful in helping learning disabled high school students reenter the mainstream. The class featured team teaching, variable grouping, and individualized grading criteria for such class activities as interviewing and writing. (CL)

The article discusses ways to help learning disabled and other young children learn to write numerals through the use of fading, development of prewriting skills, analysis of numeral form, and avoidance of reversals. The issue of dominance is briefly discussed. Sixteen learning activities prior to using worksheets are listed. (DB)

The article discusses the advantages of the term "Attention Deficit Disorder" (ADD) as a diagnostic category for some children not labeled learning disabled. (DB)

Recent research employing more direct measures of central functional asymmetry suggests that a reconceptualization of the notion of cerebral dominance may be in order. A rationale for this reconceptualization is provided and the implications for children with learning disorders is discussed. (Author)

Sixty-two learning disabled children (6 to 19 years old) were subgrouped according to etiology--neurocognitively impaired and neurocognitively intact. The two groups were found to be intellectually different from one another, as the impaired scored much lower on a general intelligence test than the intact. (Author/SB)

Using direct observation techniques, the study analyzed the differences in levels of occupational skills between learning disabled (LD) youths and their nonLD peers. The results showed low levels of employment related skills for both groups of high school adolescents. (Author/SB)

The article analyzes the stages of study in terms of skills needed at each phase. Specific ways to modify instructional activities and to develop study procedures in learning disabled students are presented. (Author/DB)

Three experiments investigated the effects of self recording, tokens and contingent free time on learning disabled children's reading comprehension performance. Results of these three experiments supported recent findings that only minimal changes occur on comprehension performance when left as an untargeted dependent behavior. (Author)

The article outlines and illustrates some methods a classroom teacher can use to modify final exams to better meet the needs of mainstreamed secondary learning disabled students. (SB)