The author addresses the problem of defining the learning disabled population and considers a solution to the dilemma in which different definitions serve different functions. (SBH)

In rebuttal to a critique of a previous paper, the authors stress the complexities of defining the term "learning disabilities" and the inadequacies of Kosc's approach to a prior definition based upon established definitions of "learning" and "disability" (Author/DB)

Reexamines the assumption that better theories of reading can lead to improved instruction. Considers (1) the theory-practice relationship as a problem of translating descriptive and operational definitions in practice and (2) the role partial specification plays in the formulation of descriptive and operational definitions of reading in theory…

The position paper of the National Joint Committee on Learning Disabilities provides five criticisms of the definition of learning disabilities developed in 1967 by the National Advisory Committee on Handicapped Children and proposes an alternative definition. (DB)

Asks why technical documents rarely contain satisfactory glossaries. Suggests ways to avoid common problems such as superabundance of terms defined, complex definitions, non-parallel structuring of definitions, and excessive cross-referencing. (JAD)

Reviews issues to be considered in determining the order of meanings for a lexeme in a dictionary entry and compares techniques for deciding order. Types of ordering include importance, frequency, logical ordering, dominant meaning, syntactic, and historical. (MSE)

Controversy over the true number of poor people in the United States is not new. Most of the changes that would make the poverty line more realistic would increase the number of people classified as poor; no president would like to see the number of poor increase during his administration. (RM)

Defines the play and discusses how two elements of the play--drama (literature) and theatre (performance)--are interdependent. (PD)

Based on approximately 1,600 referrals of disabled and regular students, 94 empirically derived formulas for assessment of learning disability were used. The most discriminating formula, which included Wechsler Intelligence Scale for Children, Wide Range Achievement Test and grade level variables, resulted in moderate coefficients. (Author/CL)

Discusses the meaning of "telecommunications" in terms of breadth of study and curriculum development. (PD)

The author traces the history of defining giftedness and asserts that, despite the controversy, general intelligence, as measured on a standardized intelligence test, still provides the best single, reliable predictor of academic aptitude, task commitment, and creativity. (CL)

The difficulty in understanding the differences between assessment and measurement is discussed. Conflicting usages in the literature are presented to illustrate the lack of conceptual clarity for these terms. (BS)

Defines workshops, compares the workshop with other program formats, discusses advantages and limitations, and proposes guidelines for determining whether a workshop format is appropriate for a particular learning situation. (JOW)

Definitions are offered to distinguish natural play from educational play, which is linked to predictable and specific learning experiences for the players. (GW)

Available from: EC 090 265.