The effects of illustrations on comprehension were investigated with 32 learning disabled elementary-aged students. Results showed significantly more correct responses to comprehension questions following the non-illustrated passages. (Author)

The article describes the evolution of a service delivery system to address the needs of learning disabled students in a medium-sized Canadian school district. The steps followed in moving the service delivery system into place are described. The relationship between research and political issues and the need for further program development are…

Eight context setting paragraph-length stories were used to measure third through sixth graders' figurative language comprehension. Significant differences were found in the overall performance of the two groups on both conditions at each grade level tested. Metacognitive factors appear implicated in learning-disabled children's understanding of…

Twenty-six pairs of elementary-aged learning disabled and nonhandicapped children were assessed on social perception (empathy) and social skills measures. Few differences were found between the groups on the empathy and social skills measures. A correlation between social skill and empathy was found only for the nonhandicapped group. (Author/DB)

The position statement of the Board of Trustees of the Council for Learning Disabilities opposes the use of discrepancy formulas to determine eligibility for learning disability services and recommends instead comprehensive diagnostic evaluations. (DB)

The article suggests two notetaking formats for learning disabled adolescents, as well as general instructional guidelines for notetaking. Since notetaking is not a singular process, it must be coordinated with other areas such as listening and study/test-taking strategies. Finally, notetaking is viewed as an individualized, active process on the…

Twenty-four empirical investigations of tutoring interventions were evaluated. Although all authors favored their use, equivocal results were reported. Particularly weak were substantiated reports of social benefits to tutors or tutees. Methodological problems associated with such research in field settings are discussed, and implications for…

Comparison of positive social behaviors and peer acceptance of 100 mainstreamed learning disabled and 100 nondisabled children revealed significant differences in peer acceptance and in task-related, interpersonal, environmentally and self-related behaviors. Deficits were evident in both school and home settings and were consistent across teacher,…

Teachers completed rating scales on learning disabled male and female students 6-18 years old. While replicating findings from previous studies, the results revealed some important differences, that is, problems found to be characteristic of learning disabled students differed according to sex and age level. (Author/CL)

The authors consider recent research on brain lateralization in learning disabled children that has used three different experimental paradigms, noting that these studies have advanced knowledge about factors that can affect performance on the tasks that measure lateralization, but they do not produce a conclusive picture of abnormal…

Services for learning disabled persons in the school to work transition are discussed in four English speaking countries: the U.S., Canada, England, and Australia. Each country is profiled in terms of history and types of programs (such as college programs and independent living programs). (CL)

The author cites the need for interdisciplinary international approaches to the education and school-work transition of learning disabled students. (CL)

Research on the effects of visual perception and orientation difficulties on academic, communication, and social development of deaf children is reviewed. The need for incorporating methods for remediating learning disabilities into preservice training for teachers of the deaf is emphasized. (CL)

Meta-analysis was used to arrive at a quantitative synthesis of the results of 94 studies of the validity of Wechsler regroupings for differential diagnosis of learning disabilities. The primary findings indicated that no recategorization, profile, factor cluster, or pattern showed a significant difference between learning disabled and normal…

Analysis of relative effects of illustrations on oral reading in context and comprehension accuracy of five elementary-school learning disabled students showed no apparent relationship between the presence or absence of illustrations and changes in oral reading rates or response accuracy of comprehension questions. (Author/CL)