Research supported by the U.S. Office of Education.

Basic neurological facts pertinent to learning disabilities are reviewed, and the nature, significance, and limitations of the neurological assessment presently utilized in clinical practice are addressed. A brief review is presented of some of the classification attempts that highlight difficulties arising from the heterogeneity of learning…

Role of school psychologists in diagnosis of specific learning disability is described. Discusses problems of definition, misidentification, and overidentification and assessment of general intelligence, achievement, perceptual motor coordination, and personality. A model for screening, assessment, and the team evaluation process is discussed, and…

Investigated whether differences by sex or race existed in placement, learning disabilities classrooms, teacher contacts, assignment practices, and student learning behavior. Found differences in placement. Similarities were found in teacher treatment, student behavior, and the effects of such behavior on test performance. (Author/CM)

Teachers from four school systems set up their own computer centers from scratch. Each center is tailored to the needs and resources of the school or schools involved. The centers range from a one-machine operation in the corner of a resource room to a laboratory with 18 microcomputers. (PP)

Investigated teachers' and mothers' academic achievement expectations for learning disabled and normally achieving Grade 3 children. Found that teachers and mothers had significantly lower academic expectations for learning disabled children. Results are discussed in terms of the importance of positive affective development for learning disabled…

Discussion of school responsibility to learning disabled college students outlines legal entitlement to services and the parameters of a learning disability program: identification of students, individualization, individual and program evaluation, and program integration into the institutional setting. (MSE)

Evaluation of 54 mentally retarded pupils, aged 10 to 13, in 1979 and comparison with six samples of mentally normal pupils collected during the last two decades confirm that prevalence of additional problems among mentally retarded pupils is greater as compared to mentally normal pupils with respect to nine variables. (NEC)

Learning disabled and slowly developing readers were assigned to reading instruction programs on context cue use differing only in extent of pupil control over determination of errors. Results indicated no main effect for experimental condition. Interaction was found, however, between pretreatment locus of attribution and experimental condition.…

Describes a pilot project in Montgomery County, Maryland aimed at developing a clear, functional procedure for identification of specific learning disabilities. An interdisciplinary team is used to interpret test scores that compare intelligence and achievement, and serves as a consultant to school staff members. (JAC)

Argues that J. R. Kendall and J. Hood have not clearly demonstrated that contextual strategies play a significant role in the ability of some disabled readers to understand passages, as well as or better than other students, although they read with less word recognition accuracy. (HOD)

While several of M. W. Sadow's arguments in the previous article convince the authors that poor contextual processing ability cannot account for the subjects' poor reading ability, they reject her argument that good contextual processing ability provides evidence of satisfactory passage understanding. (HOD)

A rationale is presented for the use of neuropsychological knowledge in the better understanding and treatment of the learning disabled child by the school psychologist. Neuropsychological classifications of brain function and behavior are discussed in order to help psychologists recognize those cases appropriate for neuropsychological assessment.…

To heighten teachers' observational awareness, outlines the behavioral characteristics that are symptomatic of learning disabled adolescents and suggests for each category of general, visual, and auditory symptoms, classroom methods for circumventing learning problems. (AYC)