Reading instruction for learning disabled students is discussed, with emphasis on the instruction provided by the general classroom teacher and by the reading specialist with cooperation from other personnel. (IM)

The author addresses the problem of defining the learning disabled population and considers a solution to the dilemma in which different definitions serve different functions. (SBH)

The author discusses the problem of absolutist views in special education literature and points out lack of understanding about the capabilities of research on human behavior. (SBH)

Reviewed are the technical problems in the work of Grill and Bartel who attempted to demonstrate that a bias exists in the Grammatical Closure subtest of the Illinois Test of Psycholinguistic Abilities against speakers of nonstandard English. (SBH)

The effect of self-imposed and externally-imposed scheduling on oral reading rate was examined in eight reading delayed students (9 to 12 years old). (SBH)

Questionnaires were sent to 234 parents of children with learning disabilities to provide parents with an opportunity to react to and evaluate the diagnostic and counseling process they experience in relation to three groups of professionals: physicians, psychologists, and educators. (SBH)

A procedure, employing a tachistoscope, is presented to enable teachers to identify the nature of arithmetic difficulties. (Author/SBH)

One of the most critical problems in learning disability research is the absence of a cooperative relationship between research in the laboratory and the practitioner in the field. (MH)