A mood chart allows learning and/or behavior disabled students (8-12 years old) to evaluate and monitor their present mood. The chart can also be used to analyze the relationship between mood and inappropriate behavior, to communicate with parents, and to promote children's awareness and understanding of each other's feelings. (CL)

A time series study of 60 individuals (elementary through postsecondary levels) who had been labeled learning disabled in the public schools revealed their likes (such as sports and field trips) as well as dislikes (formal learning). They specified what could have made a difference in their learning experiences. (CL)

The Statewide (Virginia) Personnel Preparation Project, designed to provide training and ongoing support for teachers of learning disabled adolescents, consists of four major components: a summer institute, a full-year follow-through directed study program, a four-activity technical assistance program, and a preservice component. (CL)

Findings indicated no differences between 17 learning disabled and 32 normal elementary students on attention tasks, no difference in sustained attention, and no evidence of a developmental lag. A significant difference in attention was found favoring special classes over regular, small groups over large, and teacher-directed over independent…

A rapid naming test was administered to 321 prereaders (five-seven years old). Results showed sex differences in degree of correlation between naming performance and a test of general intelligence. Results bear theoretically on the degree to which a learning disability can appear as an isolated deficit in the two sexes. (Author/CL)

The parents of 90 children (30 each of learning disabled, emotionally disturbed, and normal children five-14 years old) completed The Family Adaptability and Cohesion Evaluation Scales. Results provided partial support for the hypotheses on family interaction with implications for assessing and intervening in problems identified as learning…

Results showed: (1) the dyslexic student produced syntactically complex structures comparable to nondyslexic writers; (2) primary semantic errors were inappropriate word choices and incorrect determiners; (3) the major problem with organization involved difficulties with expanding an idea and (4) metacognitive strategies included difficulties with…

The paper describes a model program for learning disabled children who do not qualify for special education placement. The model emphasizes thorough evaluation, frequent reevaluation, staff accountability, program flexibility, and recognition of the parents' role of the child's education. (Author/CL)

Reported discrepancies between the WJTCA (Woodcock-Johnson Tests of Cognitive Ability) and Wechsler Intelligence Test for Children-Revised (WISC-R), scores of normal, learning disabled, and emotionally disturbed children (n=60) were analyzed. Results confirmed the validity of the WJTCA general cognitive ability score and indicated subscale…

Comparison of spelling errors of two groups of diagnosed learning disabled college students with a control group of fifth graders revealed different developmental scores, with spelling-only impaired LD students clearly discriminable from fifth graders. It was recommended that errors be examined for their information value. (CL)

The author analyzes the problem-solving nature of spelling, notes its cognitive components, and reviews research findings relevant to learning disabled students. He emphasizes the need to understand spelling developmentally and chart-succeeding stages. (CL)

The author discusses the educational and psychological characteristics of adolescents and young adults with learning disabilities, specific assessment practices which have been implemented to evaluate this target population, current educational programs available, and a representative sample of the empirical research conducted on the adolescent…

The tests yielded similar scores. A qualitative analysis, comparing the tests in the areas of content, quality, time efficiency and relevance for instruction found the California Achievement Test to be superior and more efficient for accessing secondary learning disabled students' math achievement levels. (Author/CL)

The article reviews work conducted on the assessment and training of social skills in learning disabled individuals, outlining cognitive social skills and overt social behaviors that should be included in interventions, and discussing assessment techniques (such as behavioral observation codes and sociometric techniques). (CL)

Project ABLE is a successful program providing educational services to learning-disabled adults over the age of 16 in Fairfield County, Connecticut. The program features individualized, structured, remedial lessons in language arts and mathematics; large-group motivational sessions; and attempts to make learning as functional as possible. (PGD)