Thirty-one female learning disabled college students were administered a battery of psychoeducational measures. Results revealed that less than one-fourth had significant verbal-performance IQ discrepancy. It was concluded that LD college females may be more similar in intellectual functioning to non LD Ss than their LD male counterparts. (CL)

The author describes his concerns over mainstreaming, especially as the practice applies to LD students. He quotes other special educators' misgivings about mainstreaming and decries the lack of long range planning in the field. (CL)

Fifteen nondisabled children were superior in performance to 15 learning disabled Ss on transformation that required reordering or abandoning previously learned strategies. For the majority of transformation tasks, significant ability group differences occurred on the encoding and retrieval stage of processing. Results suggest that learning…

A night school provides individualized learning prescriptions in such courses as reading, study skills, applied math, and computers to learning disabled adults. (CL)

Two versions, via microcomputer, of the Test of Written Spelling were administered to underachieving students from a regular third-grade class and from an upper-grade, self-contained class for learning handicapped (LH) students. Results indicated that students took less time and spelled more words correctly on the standard written version.…

This study investigated the relationship between hair mineral elements and childhood learning disabilities and determined which minerals, if any, separated 26 learning disabled children with 24 normal controls. The learning disabled group had significantly raised hair-lead concentrations. There were also differences in the mean levels of 10 other…

A microethnographic approach analyzed the nature of teacher interactions with a group of five learning disabled intermediate students in a mainstreamed setting. Analysis of audio and videotapes and classroom observations revealed that students received little direct instruction, despite findings from teacher interviews that students were receiving…

This case study investigated linguistic rule application skills in an adult with spelling disabilities. Data suggest that in cases where spelling subskills are deficient, increased task structure may enable the LD speller to apply rule knowledge and subskill competencies more effectively. (Author/CL)

A former teacher of learning disabled adolescents describes how logo-therapy, an approach which stresses responsibility for one's self, can help students gain new attitudes towards themselves, their peers, and their goals. Examples of circle sessions are offered. (CL)

Two instruments are described which are designed to assess, by students' own reports, self-concept in learning disabled students. Each student is asked to grade him/herself as a complete person and to choose between word opposites. The measures may be administered by any qualified professional. (CL)

A review and analysis of current research on subtypes of learning-disabled children argues against a "single syndrome" theory of learning disability and demonstrates the feasibility of creating more homogeneous diagnostic groups within this broad and ill-defined category of exceptional children. (Author/CL)

Words were taught, using picture cues and no-picture cues, to four elementary learning disabled students. Results in three of four cases indicated that illustrations were related to lower reading performance rates, leading to a conclusion that illustrations interfere with the acquisition of new words in isolation by disabled readers. (Author/CL)

Results of a study involving 14 learning disabled students show that self-monitoring procedures are readily adaptable for use by learning disabled pupils in the regular classroom setting and that using self-monitoring procedures correctly is an important variable to consider when implementing them. (Author/CL)

The role and training of a child specialist, a generalist concerned with the child's total behavior and life, in the education of learning disabled children are examined. Characteristics of successful candidates are noted, as well as the importance of intensive supervisory and advisement work. (CL)

Learning disabled students can be taught to monitor their own attention, thus avoiding traditional approaches that place the LD child in a passive role. Results of self-monitoring studies are reviewed, and issues for future study are cited. (CL)