For availability, see EC 103 600 Presented is a comprehensive procedure for the development and implementation of an individual educational program (IEP) for learning disabled students. (IM)

The article describes a technique for evaluating remedial reading prescriptions as illustrated through case studies of two severely disabled readers (8 and 10 years old) in learning disability classes. (CL)

Forty-five 9- to 14-year-old children with learning disabilities were divided into three groups on the basis of their patterns of reading, spelling, and arithmetic achievement, and performances on 16 measures were compared. (Author/CL)

Two case examples are presented to illustrate the problems that many mildly learning disabled or mildly mentally retarded students encounter in taking notes and taking tests. (SBH)

The consistency and variability of reading test performance was examined with 243 sixth grade students in a New York City public elementary school. (IM)

Data gathered from a sociometric survey of 177 fifth and sixth grade children, including 22 who were learning disabled (LD), indicated that LD children were less popular in general than non-LD children, that no LD children were extremely popular, but that LD children were not overly represented among social isolates. (Author/IM)

Described is a series of research studies which investigated the sociometric status, social behavior, and social relationship of learning disabled children by means of elementary school classroom observations and laboratory studies. (Author/IM)

A discussion of a project in Quebec in which language disabled children are not switched out of immersion programs but are provided with remedial instruction within these programs. The students develop facility in their first language, learn basic skills, exhibit no exceptional behavioral problems and acquire competency in French. (AMH)

Two questions are addressed: (1) Should immersion programs be offered to all children, and (2) should the child who is experiencing difficulties in immersion be switched to the regular English program? It is felt that there is no definite answer to the first question at present and that the answer to the second is "yes." (AMH)

Discussed are some negative implications of the final federal rules for evaluating specific learning disabilities (Federal Register, December 29, 1977), which conceptually redefined learning disabilities to mean an "underachievement." (DLS)

Performance on visual and tactual form-recognition tasks of 74 learning disabled children (age 6-17 years) with cerebral dysfunction was compared with that of 72 similar children without cerebral dysfunction. (Author)

Two experiments--one with two educable mentally retarded 8-year-old boys, and the other with a 12-year-old learning disabled boy--each compared the effectiveness of two methods of correcting spelling errors: showing the child a correct model versus imitating his errors and then showing the correct model. (Author)

Hagen's central-incidental learning task, the Intellectual Achievement Responsibility Questionnaire (IAR), and the Nowicki-Strickland Scale (N-S) locus of control measures were used to examine selective attention and locus of control--two variables associated with motivation and learning--with 56 normal and learning disabled junior and senior high…

The effects of remediation on 79 learning disabled juvenile delinquents (ages 14-17 years) were investigated. (Author)