Ways in which teachers can help adolescent learning disabled students develop for bypassing obstacles created by their learning problems include selecting relevant materials, expressing acceptance, teaching basic study skills, using calculators and abacuses for math instruction, and allowing tape recorders for language arts activities. (CL)

The author describes an assessment model which applies a databased, criterion-referenced formative testing approach to define learning problems, determine teaching strategies, and evaluate progress in learning disabled students. Three case studies illustrate the procedures for implementing the approach. (SB)

The four basic methods of quantifying severe academic discrepancy to determine learning disabilities are evaluted in terms of ease of administration, measurement errors, regression effects, years in school, changes in variation of achievement scores at different grades, comparability of norms, incidence, and treatment of IQ/achievement…

Study evaluated sensitivity of two independent rapid naming tests--Naming Pictured Objects and Producing Names on Confrontation--in differentiating 16 children (7 and 8 years old) with language and learning disabilities from 16 age peers with normal language development and academic achievement. The interrelationship between total naming time and…

The process that should determine the selection procedures for learning disability specialists is conceptualized. Some qualities identified as specifically related to special education include optimism, internal power, ego strength, internal organization, insight, and empathy. (Author/DB)

The author reviews aspects of visual integration which should be assessed in students with suspected learning problems: visually directed and monitored movements, visual tactual integrations, visual auditory language integrations, and visual systems integrations. (CL)

A rationale for using cognitive-behavior modification (CBM) procedures in reading instruction, particularly with students who have reading difficulties, is presented. Specific interventions are described. (Author/GK)

Reveals that the impact of training children with learning disabilities to verbalize a word-attack strategy was not as significant as had been suggested by previous research. (FL)

The author--a parent, advocate, and educator--relates personal experiences and reviews professional literature which point to the problems with inadequate programs of diagnosis and treatment for the learning disabled, with particular emphasis on the mandates of P.L. 94-142 (the Education for All Handicapped Children Act). A coordinated,…

Describes a program designed to provide students with individualized spelling remediation using imitation and modeling techniques. (Author)

While the normative frame of reference is adequate for diagnosis, a behavioral approach may be more suited to the prescriptive phase of assessment. The behavioral frame of reference is described and its relevance to prescriptive assessment is discussed. (Author)

Reading disabled children were given direct instruction on a medial vowel sound, practice on monosyllabic words containing the sound, and specific transfer training on nonsense syllables. Word attack strategy was varied for the five treatment groups. The initial bigram strategy yielded significantly better performance on transfer words. (Author/BW)

Asserts that, because of frequent interruptions and changes in their learning environments, highly transient children may display symptoms similar to those of specific learning disabilities. Urges educators to distinguish between these two problems in diagnosis and referral. (Condensed from "The Arizona Administrator," May 1981, p7.) (Editor/SJL)

The learning opportunities center for special needs community college students at Kingsborough Community College in Brooklyn, New York, uses procedures such as individual and small group tutoring, one-to-one and group counseling, direct classroom intervention, faculty orientation and consultation, and bypass techniques and materials. (LRA)

The data suggested that both joining and conversation skills were problems for the boys, and that participation in the social skills training program resulted in improvement in interpersonal skills and in the frequency of interactions with peers. (Author)