Minimal cerebral dysfunctions are noted as primary cause for learning disability in children. Although children have normal capacities for learning, it is stated that their cognitive processes have been altered and special instructional techniques and procedures are needed. The various types of learning disabilities are discussed. (EB)

The role of "cookbooks" in the learning disabilities program is compared to that of kitchen cookbooks, and reviewed is one example of the "cookbook" approach to remedial activities. (DB)

In response to J. Lerner's article (EC 081 334) on differences between the fields of reading and learning disabilities (LD), the author stresses that the essential role of the LD specialist is that of an educator. (DB)

In response to J. Lerner's paper (EC 081 334) on differences between the fields of reading and learning disabilities, the author stresses the importance of a developmental view of reading based on the theories and findings of J. Piaget. (DB)

Reviews recent literature in the Educational Resources Information Center (ERIC) on the reading and learning difficulties of slow learners. (RB)

Questions the current emphasis on learning disabilities, which represents an ideology in which the language and, often, the techniques of medicine are used extensively to serve the purposes of social control. (Author/IRT)

Nine learning disabled pupils (10-11 years old) who participated in open-ended class meetings demonstrated increased verbal participation, decreased hyperactivity and diminished social isolation from regular class children. (CL)

In order to develop a framework for a model secondary learning disabilities (LD) curriculum, a panel of 44 national experts was surveyed using a three round Delphi probe to arrive at a concensus concerning the desirable components of an LD curriculum. (PHR)

The effects of self-determination vs teacher-determination of time-out duration on disruptive behavior were investigated in a group of 15 students in a special classroom who had learning disabilities and/or behavior problems. The effects of various time-out conditions did not differ. (Author)

A demonstration-plus-feedback technique was applied in an attempt to reduce the systematic inversion errors in subtraction in nine learning disabled students (ages 9-11 years). Journal availability: see EC 112 927. (DLS)

A method for quantifying story retells, called proposition analysis, was used to study the reading comprehension performances of 34 learning disabled and normal fifth and sixth graders. Journal availability: see EC 112 927. (DLS) 927