To further clarify the nature of sensory integrative dysfunction, 148 public school children (mean age 92.6, mean IQ 96.5) with learning disorders were first given a battery of sensorimotor, psycholinguistic, and cognitive tests, and factors were extrapolated. The test scores were also employed to generate step-wise regression equations predicting…

Resource teacher systems serving learning disabled children are discussed in terms of the varying dimensions of type of service (direct versus indirect), diagnostic/prescriptive orientation (ability versus skill), and delivery (resident versus itinerant). Individual resource programs are thought to vary on the dimensions due to intransigent…

The selected bibliography of educational programs for learning disabled children contains approximately 100 abstracts with indexing information explained to be drawn from the computer file of abstracts representing the Council for Exceptional Children Information Center's complete holdings as of July, 1972. Abstracts are said to be chosen using…

The purpose of this glossary is to help clarify communication among lay people and professionals by defining current terms--which are not self-explanatory--in the field of learning and reading disabilities. The terms selected for inclusion are those that might be encountered in the literature of the field, in psychological reports, in…

Records of children admitted to a growth clinic and follow-up questionnaires were examined to determine the incidence of learning problems in children with constitutional growth delay and those with familial short stature. (Author/PHR)

In a study to determine if a classroom teacher with understanding of the Illinois Test of Psycholinguistic Abilities could predict subtest scores comparable to those obtained from administration of the test itself, seven masters-level special educators evaluated 28 learning disabled (LD) children (ages 6 through 11 years). (PHR)

For availability, see EC 103 600 Provided is an overview of the programs of each of five research institutes for the study of learning disabilities, located at the following universities: University of Illinois (Chicago), Columbia University (Teachers College), University of Kansas, University of Minnesota, and University of Virginia. (IM)

The author offers guidelines for implementing programs for learning disabled (LD) adolescents. (CL)

Investigated with 46 learning disabled children (mean age 8 years) was the effect of training paradigmatic language structures on the reading process. (Author/CL)

Available from: Council for Exceptional Children, 1920 Association Drive, Reston, Virginia 22091.

The evidence available so far generally refutes the claim that artificial food colorings in the diet substantially aggravate the behavior of children with learning disability and hyperkinesis. (JD)

Listed are the objectives needed to be achieved by specific learning disability interns in order to be ready to assume a teaching position in the field of specific learning disabilities. (JYC)

Using a classroom discussion of the human digestive system as an example, the article promotes the idea that demonstrating abstractions in concrete experiential terms permits the learning disabled youngster to discover concepts for himself, which is the best possible learning experience. (JYC)

Listed are definitions of auditory processes (such as auditory discrimination, auditory memory, and auditory perception) and suggestions for improving auditory skills. (JYC)

A procedure, employing a tachistoscope, is presented to enable teachers to identify the nature of arithmetic difficulties. (Author/SBH)