Ability-achievement discrepancies were analyzed using the Woodcock-Johnson Psycho-Educational Battery, WISC-R, and the Peabody Individual Achievement Test administered to a sample of low achievers. Reliabilities of difference scores were moderately high. Reliabilities of differences for devices normed on both the same and different populations…

The authors review studies of the self concept and locus of control of learning disabled children, emphasizing that their negative academic self concepts are often reinforced by low expectations of mothers and teachers. Reprinted from the "Journal of Clinical Child Psychology," 1979, v8 pp223-26. (Editor/SJL)

Analyzed WISC-R profiles along a three-factor approach for purposes of differential diagnosis. Profiles of 278 school-verified learning disabled children were compared to those of Educable Mentally Impaired (N=141), Emotionally Impaired (N=67), Otherwise Impaired (N=61), and Nonimpaired (N=294). Resulting data was not useful in differential…

In an examination of 1,046 children from kindergarten through high school, low income children had more minor physical anomalies (MPAs) than those from middle income; while middle income children with behavior disorders had as many MPAs as low income pupils. Learning disabilities and emotional illness were associated with increasing MPAs.…

An operant-based corrective reading program was established to study effectiveness of peer tutoring for 69 reading deficient second- to fourth-grade students who were matched on measures of initial reading ability and level of reading retardation and randomly assigned to three groups (peer tutoring only, peer tutoring with home based…

Compares seven reading expectancy formulae after converting each to stanines to determine whether the more stabilized formulae would produce similar decisions as to whether a student should be referred for further diagnosis. (FL)

One-hundred seven Australian children, with learning problems, ages 5 to 12 years, (60 Aboriginal), were studied to identify and remediate their learning difficulties. (PHR)

The author's response to H. Reed's paper (EC 115 148) on the nature of the relationship between biological defects and educational attitude and achievement refutes the relevance of biological knowledge to education, and contends the neuropsychological test data are of doubtful validity and may work against the academic interests of the student.…

The author suggests ways to teach "campus survival skills" to handicapped students and suggests techniques for successfully integrating these students into the mainstream of campus life. (KC)

Analyzed the WISC-R verbal-performance, full scale IQ, verbal IQ, and performance IQ scatter indices of verified special education students. Results indicated none of these measures discriminated among emotionally disturbed, learning disabled, minimally brain injured, and educable mentally retarded children. (Author)

Rather than waiting for youngsters interest to flag in school, 12 Illinois school districts screen children for learning deficiencies before they're in Kindergarten. (Editor)

Sixteen nonretarded young adults with fetal alcohol syndrome were divided into two groups, one with average to above average IQ and one with borderline to low average IQ. Subjects in both groups manifested clear deficits on neuropsychological measures sensitive to complex attention, verbal learning, and executive function at a frequency and…

A longitudinal study examined the postschool status of 1985 and 1990 high school graduates with learning disabilities (n=289) and without disabilities (n=610). Graduates with learning disabilities were found to be employed with a frequency similar to that of peers but had significantly lower engagement rates in employment and school. (Author/CR)

A study investigated the cognitive, academic, and personality characteristics of 75 adults with learning disabilities referred for services through the state/federal vocational rehabilitation system. Results found the subjects were homogenous relative to other groups of adults with learning disabilities, with low-average cognitive functioning and…

The performance of 76 students (ages 10 to 15) with learning disabilities on four tasks of arithmetic computation within each of the four basic operations was examined. Tasks varied in difficulty level and number of strokes needed to complete all items. Intercorrelations between task sets and operations were examined as was the use of…