Being labeled as different may alienate learning disabled children from "normal society." If children reject social institutions (such as school), they may seek alternative, frequently delinquent, activities. Since adjudicated delinquents of normal intelligence show a significant degree of academic underachievement, correctional programs must…

The characteristics of recent research on learning disabilities were examined in a survey of all articles on learning disabilities published in eight major journals during the last three years. The content areas addressed in this research appear to have changed dramatically from research conducted prior to 1970. (Author)

A system for translating clinical information into automatic data processing language and format was developed for use in a comprehensive learning disabilities diagnostic clinic. This allows for many cross-sectional and longitudinal research studies, as well as more consistent and efficient flow of information clinically. (Author)

The results suggested that on a perceptual task not related to reading or mathematics, the addition of input from tactile and auditory sensory modalities does not improve learning performance and, in certain combinations, actually interferes with such performance. (Author/SBH)

Results of the study indicated that LD and normal children (mean age 111.4 months) process letters in words in either perceptual or imaginal modes for the attribute letter height. (Author)

To investigate the cost effectiveness of a training procedure to remediate learning disabilities, a fading technique was used to teach five preschool children to correctly label ps and qs. (SBH)

Among findings are that issues involving teaching techniques, teacher training, and problems of definition are the main areas needing resolution; that better teaching techniques for children with learning disabilities are of paramount importance; and that some 60 percent of 108 survey respondents considered reading to be the most important…

Twelve 6 to 10 year old boys with learning disability were blindly compared with paired controls on measures of postural and equilibrium reflexes as well as skills. Learning disabled children as a group showed significant deficits on all measures; a few, however, were totally without deficit. (Author/SBH)

Discusses the inadequacy of three basic assumptions that school systems make in early identification of learning disabilities that (1) learning disabilities is a category relatively easy to define, (2) such identification can be done easily by trained professionals and paraprofessionals, and (3) prevention, in the form of intervention, naturally…

Results of the study involving 30 learning disabled and 30 normally achieving fifth graders indicated that questions increase the retention of main ideas in learning disabled children; however, questions had little effect on the retention of main ideas in normally achieving children. (SBH)

In the first of two articles, the author discusses purposes of and problems involved in diagnosing learning disabilities (LD). Sections focus on three topics: the relationship between LD diagnosis and other assessment activity, the objectives of diagnostic classification, and specific conceptual concerns regarding the LD label. (Author/SBH)

A study involving 98 children (6 to 13 years old) in ten learning disabilities (LD) classes investigated the hypothesized pattern of recategorized WISC-R (Wechsler Intelligence Scale for Children-Revised) subtest scores into spatial, conceptual, and sequential areas. (SBH)

It was found, among other things, that reading and spelling were surprisingly separate in both groups, though the discrepancy was greater in the backward readers, and that both groups appeared to use phonological cues in spelling more than reading. Journal availability: J. B. Lippincott Co., Philadelphia, PA 19105 (Author/DLS)

The relationship between neurological examinations and scores on the Quick Neurological Screening Test (QNST) was analyzed for 353 undifferentiated students in the general population and 204 students with known or suspected learning problems. No S shown to have a clearly abnormal neurological examination received a low score on the QNST. (CL)

The paper presents a selective review of current alternative conceptualizations of learning disabilities and reading disability. (Author)