Judgments of physically aggressive and learning disabled youth were compared with children with more appropriate behavior. No differences were found between aggressive and nonaggressive boys, suggesting that aggressive perceivers do not necessarily "project" their characteristics onto others. However, learning disabled boys, both aggressive and…

After a year of participation in an intermediary setting, the "Learning Laboratory," analyses of pre- and post-academic measures indicated that sixth- to eighth-grade learning disabled students demonstrated significant reading gains when compared with control students; ninth- to twelfth-grade learning disabled students did not demonstrate academic…

Five of six learning disabled students (aged eight to 11) demonstrated greater attention span toward classroom tasks on days of a running program than on nonrunning days. Further, three Ss evidenced more impulse control on running days, and as a whole, Ss demonstrated less disruptive behavior on running days. (CL)

Secondary learning disabled students need to learn content area knowledge along with learning strategies. Techniques that can lead to meaningful learning and retention of social studies curricula include hierarchical summarization, mapping, and sociatic tutoring. In general science, optimal instructional sequences and the use of concrete analogies…

Contrasts the "ability training" and "task-analytic" approaches in teaching learning disabled children. Describes the use of the task-analytic behavioral model in Project EXCEL, a Child Service Demonstration Center. Summarizes guiding principles of this approach, and indicates that participating students have shown dramatic…

Computers should not supplant other forms of basic instruction for learning disabled students. Overreliance on computers could lead to difficulties for students with poor visual skills and to inadequate practice for students with motor problems. (CL)

A program designed to combine academic instruction with the emotions was implemented in a resource room for elementary learning and/or behavior problem children. Activities focused on the senses and included contributing to a class poem and writing individual poems about emotions. (CL)

Issues in the identification of learning disabilities among gifted children are addressed, and examples are presented to illustrate the need for detecting both conditions. Principles of programing for this group, including reducing external pressures on the child and maximizing opportunities for independent activity are summarized. (CL)

The effect of social facilitation, particularly the impact of perceived evaluation and relative competence of handicapped learners, was tested for efficacy in predicting 26 learning disabled elementary children's oral reading performance. Results revealed that children who read with similar-ability peers performed significantly better than with…

Observation of 17 learning disabled (LD) and 17 regular education students (grades three and four) during reading revealed few differences in the nature of instructional ecology (task, structure, teacher location, and activity), although LD Ss were given significantly more time for individual structures and received more teacher approval.…

Examined the assessment processes (psychological and neuropsychological) used in the rehabilitation of learning disabled adults in a study of 130 vocational rehabilitation clients. Results indicated type of assessment was related to length of service but did not influence overall outcome. Only about half the clients were successfully…

Considered are implications for learning disabled students of the simultaneous, successive, and planning (SSP) model, a model of information integration that emphasizes processes rather than ability. Remedial training guidelines are offered, including assessment of learning potential and determination of the nature of the weakness and its…

While 16 learning disabled (LD) students (8-12 years old) with word recognition deficiencies did not differ from control Ss at the encoding stage of word recognition, LD Ss required significantly more processing time for memory search. (Author/CL)

Grade equivalent scores and standard scores for 32 elementary learning disabled were compared and yielded significant correlations. Mean grade equivalent scores did, however, significantly differ for the two reading measures but not when standard scores were used. The two math indices yielded nonsignificant grade equivalent scores. (Author/CL)

A special education administrator raises questions about separating learning-disabled students from the regular education classroom for specialized instruction, proposes strategies to accommodate learning difference and address specific learning needs in the regular instructional program, and suggests the need to reevaluate the benefits derived…