To determine optimal and least effective response modes of learning disabled children, the Illinois Test of Psycholinguistic Abilities was used. Results suggest that learning disabled children may do poorly on academic tasks because they may not have enough optimal response modes, or are unable to select the appropriate one. (Author/SJL)

A look at the theories of reading and corresponding attributes of a learning disability suggests that there is not actually a difference between a learning disability and a reading disability. (Author)

Contrary to previous research, it was found that tests of auditory discrimination were not likely to differentiate between learning disabled children and nonlearning disabled children unless both groups were also articulatory defective. (Author)

The SALT (Society for Suggestive-Accelerative Learning and Teaching) remedial reading program was utilized with 18 elementary grade learning-disabled students. Gain scores were high on the Spache oral and silent reading subtest, less so on the word recognition subtest. (SBH)

The article reviews current estimation techniques and their resultant effects on the learning disability classroom's composition. An alternate estimation methodology, using z-score conversions, is presented. (Author/SBH)

The sociometric testing indicated that the LD children were less popular than their normal peers, but no less insightful about how others regarded them. No relationship between decentering ability and popularity was found. (Author)

Surveys the literature concerning remedial reading in the United States, with particular attention to new developments in treatment in the areas of medical, psychological, and education therapies. (Author/FL)

This decision did not clarify all of the issues involved but did state clearly that if the need arises, a student, regardless of his or her learning disability, can be suspended up to a full 10 days. (Author/IRT)

The article describes the organization of an assessment battery which generates data for establishing individualized education programs (IEPs) for children with learning disabilities. Instruments and procedures for obtaining data related to each facet of assessment are identified. (SBH)

The author reviews research examining the connection between juvenile delinquency (JD) and learning disabilities (LD). Although it is explained that no clear relationship between LD and JD has been established, possible implications for the treatment of juveniles, the juvenile justice system, and school systems are listed. (CL)

Two multiple baseline designs, one across three normal and the other across three deviant children, showed that self-monitoring of academic task completions facilitated on task responding for all Ss in the generalization (classroom) setting. (Author)

The paper reviews research which presents evidence that learning disabled (LD) children, like other groups that show performance deficiencies, do not spontaneously employ appropriate goal directed task strategies in many situations. (Author/PHR)

Analysis of WISC-R scores of three groups of students indicated the need for local validation and norming before making judgments based upon WISC-R pattern analysis. (CM)

The study compared the Woodcock-Johnson Psycho-Educational Battery Tests of Cognitive Ability and the Wechsler Intelligence Scale for Children--Revised for a sample of 51 learning disabled children (7-11 years old). (Author/SBH)

Data from 31 college students attending a remedial arithmetic course at a community college was gathered to study the relationships between arithmetic disability, visual motor, and visual figure ground abilities in college students. (PHR)