Studies involving 30 learning-disabled elementary students support the contention that reading comprehension difficulties among learning-disabled children are partly due to inefficient memorization strategies, and demonstrate the efficacy of practical, cost-effective mnemonic training procedures which significantly increase reading comprehension…

The apprehension spans of learning-disabled and normal boys were compared by means of a forced-choice letter-recognition task involving tachistoscopic exposures of letter displays. Results of three experiments indicated that the decreased spans of apprehension observed in the first experiment for learning-disabled boys resulted either from greater…

A methodological analysis presents 26 self control investigations (self instructions, self determination of contingencies, self evaluation, self goal setting, and self determination and/or administration of external reinforcement) conducted in classroom settings with learning and/or behaviorally handicapped students. Studies compare subjects and…

The paper discusses the rationale for conducting an ecological assessment of learning disabled students, a model for conceptualizing ecological asessment data, factors affecting student performance, sources of ecological assessment data, and implications of such data for the teacher of learning disabled students. (Author/CL)

Written language development of learning disabled (LD) and non-LD students at four age levels (9 through 15) was examined on measures of syntax and vocabulary. Seemingly conflicting evidence on syntactic development may have reflected the nature of the measure used. LD students' writing showed a smaller variety of word types. (CL)

Administered the Peabody Picture Vocabulary Test (Revised) and reading, mathematics, and written-language subtests of the Woodcock-Johnson Psycho-Educational Test Battery to 28 regular education and learning disabled students. Except for correlations between form M and the reading and written-language subtests for the LD group, values did not…

The Institute at Virginia has focused its efforts on learning disability (LD) children with attentional problems with emphasis on cognitive behavior modification techniques. Studies included investigations of metacognition, information processing, self-recording of task-related behavior, and strategy training. Adult-child interactions and…

Morphological ability performance of 20 learning disabled (LD) and 20 normal seven- to eight-year-old boys on the Berry-Talbott Language Test of Comprehension of Grammar yielded the major findings that the LD boys did not differ significantly from normals on item categories ranked by difficulty level. (Author/MC)

Improving the balance of learning disabled children was investigated through the use of a 12-week structured gross motor home learning program. Analyses concluded that parents can significantly enhance the static and dynamic balance of their learning disabled children by implementing a structured gross-motor training program at home. (Author/PN)

The author addresses the concern that many learning handicapped students are being denied diplomas because of minimum competency testing (MCT). The beginnings of the MCT trend are traced, faults with MCT are pointed out, and legal aspects of MCT are considered. (SW)

Concludes that learning disabled students using the "Speed Spelling Program" gained in spelling ability, with no student scoring below normal expectancy. Discusses reasons for the program's effectiveness. (FL)

Resistance applied to activities of rocking, creeping, and walking as a means to increase visual attention of students who are easily distracted is described. The resistance activities are said to result in improvement of gross motor coordination, oculomotor control, memory processes, and untimately, greater efficiency in academic learning. (CL)

The Learning Skills Program at Cabrillo College (Aptos, California) utilizes microcomputers to provide diagnostic and instructional services to learning disabled adults enrolled in this two-year community college. (SW)

The team teaching approach was applied to a resource room program for learning disabled children at the junior high school level. Factors for program success were considered, and advantages of team teaching were pointed out. (SW)

The article illustrates how basic skills in penmanship, spelling, and grammar can be learned while simultaneouly developing rapport between disabled writers and their instructors. (SW)