This study was designed to document, four years later, the progress of 52 LD adolescents who entered a special education program in the ninth grade. Results indicated impressive gains for all students, although approximately half the achievement growth had taken place in the first year of the LD program. (Author)

Results suggested that: many young school failures are inefficient or poor task planners and organizers; that this characteristic may be related to lagging or deficient language skills rather than spatial organizing skills; and that failure may result from specific cognitive deficiencies and/or failure to effectively organize available cognitive…

Significant improvements in scanning and processing times, attention deployment strategies, and response accuracy on haptic and visual discrimination tasks coupled with increases in reflectivity demonstrate the effectiveness, durability, and generalizability of haptic training with 12 communications disordered/neurologically impaired elementary…

Corrects errors in "A Developmental Study of Learning Disabilities and Memory" by Stephen J. Ceci (Volume 38, Number 2 1984), pages 352-371. (AS)

A review of research points out manifestations of learning disabilities in adolescents (including low levels of basic skill levels, test-taking and study skill deficiencies, and problem solving strategies) and concludes with suggestions about counseling and instruction emphasizing learning strategy intervention. (CL)

Research on spelling performance of learning disabled students is reviewed and a case study cited to show that LD students can learn transferrable information about spelling through a procedure incorporating imitation, modeling, and practice. (CL)

LOGO, a graphics language that helps the student participate in a consistent, self-correcting learning environment, can help children with learning disabilities think about thinking. (CL)

Intended to provide information about learning disabled gifted students, the article discusses a rationale for providing enrichment activities within the framework of a program for the gifted. Identification strategies are discussed and program ideas using the enrichment triad model are offered. (Author/CL)

Scores of 14 percent of 103 learning disabled eight- to 13-year-olds on the Children's Depression Inventory were at or above the critical cutoff. Comparison of most versus least depressed Ss revealed that the former were lower in self-esteem, oversensitive, and shared traits associated with neuroticism. (Author/CL)

Scatter analysis among the Tests of Cognitive Ability for the Woodcock-Johnson Psycho-Educational Battery was conducted on the performance of 3,566 Ss (grades one to 12) from the standardization sample. Examining scatter on the Tests of Cognitive Ability and identifying specific "types" of learning disabilities using this test are discouraged.…

The article presents a schemata for using the Kaufman Assessment Battery for Children to develop specific diagnosis and prescriptive programing for reading and learning disabled children. An educational program that focuses on the processing strength to formulate interventions that remediate the deficits through the preferred processing strategies…

The introduction to the special issue on holism with learning disabled students addresses five current practices not espoused by the holistic model: segmentation of learning, narrow school goals, preoccupation with students' deficits, lack of consideration of student interests/needs in selecting curricula, and obsession with objectivity and fact.…

The study evaluated attitudes of 42 principals and 124 teachers on mainstreaming of learning and emotionally disabled students. Results showed that opinions on integration differed in terms of type of disabled student and that for some categories, teachers were more favorably predisposed toward integration than were principals. (Author/CL)

The Auditory Comprehension Test for Sentences which examines length, vocabulary, and syntax at three levels of difficulty, was administered to 180 normal children aged 7-12 years. Preliminary standardization data indicated that the ACTS is a viable tool for assessing auditory comprehension skills of school-age children. (Author/CL)

The paper examines three models still considered useful in identifying achievement-aptitude discrepancies: the prediction model, true score regression model, and prescore partialling model. Data are cited to provide support for the regression model as the simplest to use and most efficient statistically. (Author/CL)