Learning disabled and nondisabled readers (N=12 each) were compared on dichotic listening recall tasks that included semantic, phonemic, and structural orienting instructions. As expected, recall increases were a function of group, orienting instructions, and level of word processing. Most importantly, the results clearly demonstrated that group…

Twelve nondisabled adolescents were superior to 12 learning disabled students in performance on all types of strategy transformations presented on simple arithmetic computation tasks. Significant ability-group differences emerged on reduction to answer, saving partial results, unit building, and alternative method transformations. Results…

A comparison of tenth graders who identified themselves as learning disabled and their non-LD peers suggested that the LD group was older, had a disproportionately high representation of Blacks and Hispanics and an underrepresentation of Whites, and reported more secondary handicaps than the non-LD cohort. (CL)

An examination of the peer discrepancy concept and the percentages of students (grades 1-6) declared eligible for special education with varying discrepancy ratios revealed that a 2.0 to 3.0 times discrepancy is a reasonable level for identifying low-performance students. (CL)

Two procedures significantly improved multiplication skills in six students (nine to 12 years old) with learning disabilities. The procedures were writing out multiplication problems and saying problems aloud while working. (CL)

The performance instability of learning disabled (LD) and emotionally handicapped (EH) elementary children was compared in two studies. Results indicated no difference between the performance instability of the two groups of subjects. Implications for the diagnosis and treatment of LD and other exceptional students are discussed. (Author/CL)

Studies are reviewed in four topic areas: (1) learning disabled (LD) students' spontaneous use of language; (2) their ability to adapt language to listener characteristics; (3) effectiveness of their communications; and (4) their ability to fulfill listener responsibilities. Noted are methodological flaws which cast doubt on implications for…

Thirty-three college students in a Learning Disabilities (LD) program were compared with thirty-three non-LD peers in syntactic complexity of their writing. LD Ss did not differ significantly on the Syntactic Density Scoring (SDS) procedure for the corrected SDS (CSDS) score, but they did differ on two variables thought to be more sensitive…

Twenty-six children (ages 9-18) who had recovered from Reye's syndrome (characterized by lethargy, disorientation, personality changes, and decreased consciousness) were tested for possible memory deficits. In reviewing school histories, an unexpected finding was the disproportionately high number of students who were learning disabled before…

Similarities between severe learning disabilities and higher-level autism are seen to include uneven profiles, language difficulties, social and interpersonal deficits, and cognitive disorganization. Among differences are relatedness and play interests. Benefits of viewing the two conditions as overlapping on a continuum are noted. (CL)

Writing a class novel can help learning disabled students integrate such previously isolated skills as use of introductory and ending statements and transitional words. Pre-writing, committee writing, and concluding activities are suggested. (CL)

All four types of instruction (visual, auditory, kinesthetic, and tactile) increased word reading accuracy in five seven- to nine-year-old learning disabled students, but there were significant differences in effectiveness among the treatments. Visual-auditory instruction with praise was the most effective of all the procedures. (CL)

An impairment index of brain functions in children was developed to summarize the performance on the Halstead-Reitan Neurological Test Battery for older children aged 9 through 14 years. Findings suggested that it may be a valid and objective indicator of brain functions in older children, although cross-validation is necessary. (Author/CL)

The author reviews the background and development of the PAC (Parallel Alternate Curriculum) Program, designed to improve the learning of all students (including learning disabled students) by helping teachers maintain them in the mainstream classroom. Adminstrative support is cited as a key element in the program's success. (CL)

Teachers of learning disabled adolescents are urged to help students understand their disabilities through honest and sensitive discussion. (CL)