The characteristics of a sample of school-aged children identified as learning disabled (LD) are described. They were characterized by distributions of single variables (e.g., discrepancy between IQ and achievement) and hierarchical classification creating subgroups within the LD sample. Fewer than half the sample exhibited characteristics…

Training to self-monitor reading comprehension was undertaken with 120 learning disabled eighth and ninth graders and normally achieving sixth graders. It was hypothesized that insufficient metacomprehension is one possible cause underlying learning disabled adolescents' comprehension problems. (Author/SEW)

Results showed LD children's cognitive and affective role taking skills to be poorer than those of age-matched controls. However, performance on these tasks was not related to measures of peer domain social skills. Instead, these were found most consistently to relate to hyperactivity ratings. (Author/SEW)

Experimental attempts at assessing the social perception skills of learning disabled (LD) children are reviewed, along with methodological concerns relative to these experiments, and possible directions for future social perception research. Ten studies that examined LD children's ability to interpret nonverbal cues indicated they performed more…

Given a consistent interaction of student locus of attribution and mode of teacher response, the study sought to determine whether attribution levels could be changed for 69 elementary grade learning disabled students and poor readers. The results indicate that difficulty is encountered in trying to change students' attributions, (Author/SEW)

Assessed efforts of 155 colleges to assure program accessibility for students with physical and learning disabilities. Results showed a serious effort is being made to carry out regulations of the Rehabilitation Act of 1973. A variety of special services were offered, all funded in part by the institutions. (Author/JAC)

Assessed the prediction of learning proficiency on the basis of scores on the Wechsler Intelligence Scale for Children-Revised (WISC-R) with children (N=60) referred for learning disabilities. The WISC-R Coding accounted for over 50 percent of the variance in a controlled nonverbal paired associate learning measure and was the single best…

Individual differences in digit span, susceptibility to proactive interference, and various aptitude/achievement test scores were investigated in two experiments with college students. Results indicated that digit span was strongly correlated with aptitude/achievement scores, but did not indicate that susceptibility to proactive interference…

Learning disabled, educable mentally retarded, trainable mentally retarded, and gifted students (fifth through eighth grade) participated in a supplemental computer-assisted project in the Farrell Middle School (Farrell, Pennsylvania) to improve students' skills in the areas of computation, concept development, problem solving, and application.…

New York University instituted a classwide screening and testing program for specific learning disabilities in dental students. Follow-up, in-depth examinations yielded a 90-percent identification accuracy rate. Specific test results, data analysis, and comparisons of self-report measures are presented and program accommodations are suggested.…

Factor-analyzed the WISC-R, PIAT, and WRAT scores of 183 male, learning disabled students. Findings suggest intelligence and achievement are composed of similar traits and skills. Therefore, comparison of individual achievement test scores with traditional Verbal, Performance, or Full Scale intelligence for learning disabled children may not be…

Surveyed parents (N=159) of learning disabled, mentally retarded, and emotionally disturbed children regarding their reactions to mainstreaming handicapped children. Results indicated that parents of learning disabled children were significantly more supportive of this educational procedure than were the other two groups of parents. Possible…

Discusses a study in which learning disabled or educationally handicapped middle school students received a daily treatment of 20 minutes of phonics instruction and demonstrated gains on both the Wide Range Achievement Test and the Gray Oral Reading Test. (AEA)

Describes the reaction of seven learning disabled and mildly emotionally disturbed children to reading and discussion of fairy tales. Compared to a control group, the children exposed to fairy tales did show progress. No increase in negative reactions and behaviors was noted. Discusses limitations to the study. (JAC)

Results indicate that the Wechsler Intelligence Scale for Children (Revised) is a valid predictor of achievement for children referred for learning disabilities. The verbal Scale IQ, and the Freedom from Distractibility IQ proved especially useful predictors of academic achievement. (JAC)