This bibliography on nutritional disorders and child development is directed towards early childhood professionals outside the field of nutrition. The main topic covered pertains to malnutrition and undernutrition as it relates to mental/intellectual/cognitive development of children from the fetal stage through the early childhood years. Included…

This document describes and evaluates the final year of operation of a three-year demonstration project conducted at three Minnesota community colleges which sought to locate learning disabled students in the three colleges, identify their special learning problems, and aid them in succeeding in their academic programs. During 1975-76, the project…

This is the final report of a project set up to: (1) design and implement a multidisciplinary model of a diagnostic/prescriptive remedial demonstration center for training professional personnel who work with children experiencing specific learning disabilities and to (2) develop effective diagnostic/prescriptive/remedial procedures which will be…

The state of the art in early identification of children with learning problems is reviewed, and generalizations about the value of early screening are offered. (CL)

Performance of 100 college freshmen on the Woodcock-Johnson Psycho-Educational Battery, Part II, Tests of Achievement, were analyzed by subtests and cluster scores to determine appropriateness for assessing achievement of handicapped students. Minor inversions in item order and pronounced ceiling effects on all subtests yielded lowered subtest and…

Using a counterbalanced order, 34 learning disabled students were given the Peabody Individual Achievement Test and the Woodcock Reading Mastery Tests. When scores in reading recognition and comprehension subtests were compared, Peabody scores were higher, indicating that fewer students were certifiable as learning disabled by Peabody scores than…

Students in grades four to six (N=77) judged the capabilities of peers traditionally labeled as "learning disabled" or "educable mentally retarded" but depicted in written vignettes only as attending either a resource room or special classroom. Students in special classes were judged significantly less capable than students in resource room…

Using a developmental perspective, this study contrasted learning and nonlearning disabled adolescents on three variables: Erikson's stages of psychosocial development; self-concept; and delinquent behavior. The results indicated that the learning disabled subjects, due to years of failing, were unable to develop a sense of industry and…

Fourteen mildly handicapped (learning-disabled or behavior-disordered) and 36 nondisabled students in grade 10 social studies classrooms participated in a classwide peer tutoring program. Performance on weekly tests was significantly improved; 60 percent of all students earned "A" grades, and failing grades were virtually eliminated. (Author/JDD)

Hyperlexic children have superior word recognition skills accompanied by delayed development of cognitive and language abilities. Assessment of four hyperlexic children (ages 5-9) confirmed their superior abilities to retain sound/symbol associations. Written prompts were then effectively used to increase functional speech in one of the subjects.…

Teaching organizational strategies to language-disordered children can improve comprehension and formulation of written language. The semantic organizer approach involves activating and organizing prior knowledge, understanding text structure, and developing organizational strategies with both a verbal component and a graphic-structure component.…

Applied simple difference and regression methods for determining discrepancies between Intelligence Quotient (IQ) and achievement to second- and fifth-grade IQ, reading and math achievement scores. Simple difference discrepancies covaried with IQ and produced disproportionate ethnic representation for both grades in reading and for second graders…

The assigned and received social status of mildly learning-disabled, mildly behaviorally disordered, and nonhandicapped high school students (n=66) was examined. The samples' social status differed significantly from a larger nonhandicapped population. Cross-categorical comparisons of assigned social status showed no significant differences,…

An interdependent group-oriented timeout ribbon procedure was effective in decreasing the inappropriate verbalizations of two groups of resource room students (grades 1-3). A timeout ribbon was removed for one minute following inappropriate verbalizations, during which time the group lost the opportunity to earn tokens for activity or tangible…

A total of 43 studies, involving 1,703 subjects with a mean age of 6:11, were analyzed to assess the effectiveness of language intervention with language/learning disabled children. Results suggested that the average language-disordered child moved from the 50th percentile to the 85th as a result of language intervention. (Author/JDD)