The nature of word-finding deficits among children with learning disabilities is analyzed; research on the relationship between word-finding ability and reading is reviewed; and classroom implications regarding teacher language, student verbal fluency and flexibility, and student social perception are noted. (CL)

A comprehensive intervention model for learning disabled (LD) students is described in terms of curriculum aspects (tutorial approach, basic skills remediation approach, compensatory approach, and strategies approach), communication to coordinate all the individuals interacting with LD students, transition, and evaluation. (CL)

The article proposes a dynamic-developmental-interaction approach to individuals with learning disabilities (LD) which addresses the absence of certain fundamental ego skills. Emotional conomitants to LD (such as low frustration tolerance and overcompensation) are noted, and intervention techniques based on the dynamic-developmental interaction…

Self-concepts of 54 regular class, 48 learning disabled (LD) and 22 students referred for special education were measured, and mothers were asked to rate their child's self-concept. Results revealed minimal differences between self-concept scores of LD and regular class children. Mothers of LD Ss predicted lower self-concepts than their children.…

A telephone helpline in California designed to answer questions about learning problems and provide resources and referrals produced a dramatic increase in calls since its beginning. Such a system can be of further help by analyzing community information needs, preparing resource material, and providing training to professionals. (CL)

Describes approaches to counseling the learning disabled child. Discusses identification, counseling techniques, counselor roles and functions, and limitations of counseling in ameliorating a learning disability. (MCF)

Learning disabled students should receive positive beginning experiences with computers. Teachers can modify timing factors, review all programs beforehand to identify problems for particular students, and adapt the software to students' sensory modalities. (CL)

Parents' reports on social competence and behavioral problems were obtained for 123 learning disabled boys aged 6-11. On average, the parents of LD boys reported significantly lower levels of social competence and more behavior problems than normative samples. (Author/CL)

A case study describes audiologic test results from a child considered dysynchronous (out of phase with environments of home, school, or peers) whose problems were exacerbated by middle ear infection. Auditory perceptual/processing problems were uncovered. (Author/CL)

Case studies of three learning disabled gifted students are offered to illustrate apperantly contradictory characteristics and neuropsychological functioning patterns as demonstrated on the Wechsler Intelligence Scale for Children-Revised. Techniques are suggested, including avoiding open-ended activities, providing enrichment alternatives along…

Research and curriculum development projects have investigated ways to make teaching and learning basic facts easier. Reseach results and implications from four major projects are presented. Ten specific guidelines are then given and illustrated by examples from addition. Modifying instructional sequence and matching learning tasks with learning…

Field review of four problem-solving software programs (Memory Castle, The Pond, King's Rule, and Puzzle Tanks) are reported. Although the software was generally successful in completing its objectives, some recommendations are made for better adapting them to the needs of learning disabled students. (CL)

The author describes a program for high school learning disabled students emphasizing the integration of cognitive and affective aspects of learning. Student attitude and achievement gains are noted as well as increased teacher skills and self-confidence. (CL)

The author describes his model for determining severe discrepancy in children with learning disabilities (LD). The model stresses quality of data. The author also notes that the most highly trained personnel available should evaluate potential LD children. (CL)

Seven strategies are described to encourage resource room students' development of independent organizational skills. Suggestions include use of specific duty sheets, time management instruction, and teaching of proofreading and checking techniques. (CL)