Two studies of 300 elementary schools in 52 California school districts (all schools had computers for instructional use) found that two-thirds allowed learning handicapped (LH) students access, that only half provided computer instruction to LH students, but that the more microcomputers a school had the more access LH students had. (Author/DB)

Results of surveying of 41 teachers who had experience with learning disability preassessment teams (intended to focus on regular classroom intervention prior to comprehensive evaluation) suggested that teachers were pleased with preassessment team members but did not agree that the teams' intervention recommendations were successful in correcting…

Argues that perhaps 15 to 20 percent of reading and learning disorders are rooted in emotional difficulties. (FL)

Eleven academically handicapped and 18 nonhandicapped members of a fourth-grade class participated in an auditing procedure in which they audited their own performance and that of all classmates on daily arithmetic assignments. Handicapped students on the average audited classmates more often (although not signficantly more so) than nonhandicapped…

Four books that can be used to promote social awareness on the part of learning disabled youngsters from 3-14 are described. Topics of discussions generated by the books are noted. (CL)

Expert systems are briefly reviewed and applications in special education diagnosis and classification are described. Future applications are noted to include text interpretation and pupil performance monitoring. (CL)

Examined three definitions of learning disabilities (LD), ability-achievement discrepancy, low achievement, and scatter, to determine common variance among 48 LD children and 96 non-LD children. Factor analysis resulted in two distinct groupings of LD students; low achievement accounted for over four times as much variance as ability-achievement…

Examined the factor structure of the Luria-Nebraska Neuropsychological Battery-Children's Revision in a population of learning-disabled children (N=100). Factor analysis and varimax rotation revealed three factors: a language-general intellectual factor, a reading-written expression factor, and a sensory-motor factor. (Author/MCF)

Since Learning Assistance Centres are natural places for the use of computers, Learning Assistance Teachers should become familiar with the new developments and possibilities afforded by computer-assisted instruction and should also provide critical evaluations of use in Learning Assistance Centre programs. (Author/CL)

Verbal and nonverbal measures of higher cognitive functions were used to examine the degree of difference between the thought processes of culturally deprived and learning disabled children. Four groups of 20 subjects (ages 8-10) were studied. Results of both traditional and qualitative scoring differentiated between the two populations. (JW)

Normal (N=58) and learning disabled (N=52) primary grade children were classified into five groups (overachievers, target achievers, under achievers, slow learners, and disabled achievers) based on IQ-achievement and age-achievement discrepancies and followed over a 3-year period. Learning disabled students became more disabled with age in spite…

The discussion of the history of learning disabilities, emphasizes the lack of a precise definition and the ambiguous nature of etiological duration, and incidence explanations. He asserts that the teacher-therapist must become the major focus of study and research. (CL)

Directed study, in which all children were required to engage in the same number of repetitive spellings of word lists, had significant effects on spelling performance of learning disabled children without short-term memory deficits, but not Ss with short-term memory problems. Findings suggest that some LD children may need different kinds of…

The regular classroom behaviors of learning disabled and average fourth- and fifth-grade males were observed. A multiple regression analysis revealed 11 behaviors, accounting for 71 percent of the variance. Only the teacher behaviors and the combination of child and teacher behaviors produced significant results. (Author/CL)

A study involving 50 educationally handicapped (EH), 37 learning disabled (LD), and 40 nonhandicapped (NH) children revealed that when measures were administered weekly over three consecutive weeks, NH subjects' variability was greater than either LD or EH subjects. When subjects were tested on three passages in one sitting, no reliable difference…