Learning disabled fifth graders in Florida were given modified versions of the Florida State Student Assessment Test. Modifications such as additional examples, smaller subsections, unjustified formats, and grouping of items in order of difficulty facilitated the students' performance. Use of large-print tests made little difference. (Authors/PP)

Wechsler Intelligence Scale for Children (Revised) (WISC-R) factor structures were compared for learning disabled Navajo and Papago children. Results support the validity of the WISC-R as a measure of general intellectual functioning, and verbal and performance aspects for both groups, indicating its appropriateness for diverse groups of children.…

The study examined three components of the initial expectations of 66 secondary vocational teachers toward mainstreamed educable mentally retarded and learning disabled children. Among findings was that presence of the labels lowered the initial academic and behavioral expectations of teachers in the sample. (SB)

Reading deficits among elementary-aged learning disabled children with suspected neurocognitive dysfunctions were calculated. The children were grouped according to IQ profiles. Results indicated that the pattern of high verbal-low performance IQs was associated with the least deficiency in reading ; this association was evident as early as second…

Describes the use of computers in special education to provide new learning opportunities and better teaching strategies for handicapped students. Indicates that computers can teach cursive writing, test the effectiveness of a teaching method, and simulate systems such as tune-composing and sentence generating. (DC)

Linguistic and perceptual tests were administered to learning disabled readers (LDR) and normal readers (NR). Results found six LDR subgroups all significantly different. Differences were found among the six LDR subgroups on measures of oral reading, reading comprehension, and spelling skills, but not on family history and developmental…

A sexual dimorphism in the functional asymmetry of the damaged human brain is reflected in a test-specific laterality effect in male patients, explaining some contradictions concerning the effects of unilateral brain damage on intelligence in studies in which the influence of sex was overlooked. (Author/SK)

The study evaluated two kindergarten predictive instruments, the Gates-MacGinitie Reading Tests: Readiness Skills and the Teacher Estimate of Kindergarten Pupils' Abilities, by following the same 107 kindergartners over 1, 2, 3, and 4 years using multiple regression analysis. (Author/SBH)

In this study of four hyperactive elementary children, the effects of painting and physical activities on attention-to-task were observed. Both techniques brought improvement, the pleasure of the activities seeming to provide an intrinsic reward which the children internalized, bringing increased attention-to-task to other classroom activities.…

Students with learning disabilities do not have to be problematic for adults. Adults' frustration does not have to increase these students' problems. Active, positive steps can be taken to lessen children's problems and ease adults' frustration so that the helplessness associated with learning disabilities may gradually disappear. (Author/BEF)

Dance therapy deals with personal growth via body-mind interaction. A change in movement expression is believed to result in a personality or behavior change. The therapist is trained to become sensitive to movement expression as it relates to the psychological, motor, and cognitive development of the child. (JN)

Shows how one school district uses a series of four three-day workshops to give students a feeling for what it is like to be disabled and an awareness of the frustrations and barriers that confront mainstreamed students. (RL)

Reports on reading research studies conducted in Great Britain during 1979, noting that two areas have attracted much more attention recently--reading comprehension and the importance of motivation. (HOD)

Male pupils identified as behaviorally disordered (N=153), learning disabled (N=172), and educable mentally retarded (N=176) as well as nonidentified normal boys (6 to 18 years old) were rated by their teachers on the Behavior Problem Checklist. (Author)

An investigation of the disturbing nature of constructs underlying learning disabilities (LD) and the reliability of factors of LD characteristics within an ecological framework used 150 advanced undergraduate special education students as Ss. (Author/PHR)