This study compared the test-retest reliability of the Southern California Sensory Integration Tests and the Luria-Nebraska Neuropsychological Battery--Children's Version. Both sets were administered twice to a group of 30 dysfunctional eight-year-old children. Findings are discussed in relation to reliability coefficients for normal as well as…

Analyzes the interaction strategies employed by a conversational participant who is unsure that he or she understands the content or the context of the interaction well enough to contribute appropriately to it but feels impelled to continue participating anyway. (FL)

Four reading disabled children were given eight sessions of ocular motor training with reinforcement and eight sessions without reinforcement. Two reading disabled control Ss were treated similarly but received no ocular motor training. Results demonstrated that reinforcement can improve ocular motor skills, which in turn elevates reading…

The study investigated the efficacy of a package of cognitive self-control procedures for ameliorating the attentional deficits of 12-year-old learning disabled children. Performance on measures of reading, attention, an inhibitory control was improved as a function of the cognitive self-instructional training. The improvement continued to sustain…

A span-of-apprehension task and a backward masking technique were combined to allow measurement of the apprehension span of a sample of 34 learning disabled and normal boys about 8 to 13 years old at various time intervals following stimulus presentation. (Author/SW)

The effectiveness of a self-instructional procedure in improving and maintaining the letter-formation skills of three students (10.4 to 11.7 years old) who were learning disabled and had handwriting deficiencies was investigated. (SW)

Cluster analysis of IQ and achievement test scores using the Jastak Assessment System, an approach purporting to derive behavioral descriptors of personality domains, was performed for 24 learning disabled and mildly retarded 7-to 17-year-olds. Disagreements between teacher and JAS ratings ranged from 37 percent - 71 percent for the clusters.…

A teacher describes the value of making home visits to her learning disabled students. She cites the positive aspects, including the student's anticipation of and preparation for the visit, the buildup of trust, and the chance to communicate with the student's family. (CL)

Ten children's books portraying positive images of learning disabled children are listed and procedures for facilitating discussion of the books with the entire class are outlined. (CL)

The authors of the Weller-Strawser Scales of Adaptive Behavior (WSSAB) review a study showing that learning disabled students over age eight were aware of their own adaptive strengths and weaknesses. They suggest that allowing students to complete the WSSAB provides teachers with valid data and students with self-awareness. (CL)

Examples are given of ways in which elementary teachers can develop art appreciation among their learning disabled students. Activities described are based on techniques of M. Montessori and involve labeling pictures, building an art appreciation vocabulary, and going on a museum trip. (CL)

Various vocational alternatives available to adolescent and young adult learning disabled persons are examined, along with suitable intervention strategies which may be utilized by the vocational rehabilitation counselor. (Author/MC)

A neurological exam was administered in 119 learning-disabled children and 152 controls and a Neuroimmaturity Index (NI) was constructed. Neuroimmaturity decreased significantly with age, and after controlling for age and sex, there was statistically significant differences in NI between the learning-disabled and controls. Patterns of disability…

After receiving varying combinations of positive and negative communications on reading achievement, classroom behavior, and learning style from a "resource teacher" on a 12-year-old boy identified as learning disabled, 129 classroom teachers completed the "Regular Educator Expectancy Scale-Revised." Results confirmed…

In three experiments on auditory free recall of words, involving 10 learning disabled (LD) and 10 nondisabled (ND) elementary students, the ND recalled more low and high cognitive effort words than LD students. Supports the hypothesis that ND and LD readers differ in processing capacity; however, cognitive effort improves results. (Authors)