Normative data are provided for intellectual, academic achievement, and neuropsychological tests based on a sample of 100 learning disabled adults. It was concluded that the cognitive profile found in learning disabled adults is not dissimilar from what is typically found in learning disabled children. (Author/CL)

A peg-word mnemonic technique increased the memorability of paired associates for 15 (LD) and 15 non LD junior high students. Differential longer term retention slightly favored the nondisabled. (CL)

The article describes typical kinds of writing problems found in fourth grade learning disabled students and discusses ways in which the computer makes the child's planning and composing problems more accessible to teacher help. Similarly, pitfalls of such accessibility are also cited. (CL)

Based on a study of eight LD students learning to use word processing, the paper makes recommendations for evaluating word processing software and designing instruction that is sensitive to students' difficulties. (Author/CL)

The author describes the tests he uses in evaluating students for learning disabilities, his reasons for using them, and results and interpretations based on those tests. (CL)

Intrinsic approaches to student motivations are discussed and contrasted with the traditional behaviorist approach to motivating special education students. Research implications regarding ownership and choice are considered. (Author/CL)

In a follow-up of 208 boys, the 16 who scored low on a prekindergarten screening battery, but were satisfactory readers four years later, were compared with 13 others low on both prekindergarten and reading measures. Fourteen of the good readers, but only one poor reader, were classified by criteria consisting mainly of biographical variables.…

The author describes an approach to helping dyslexic children by making the learning situation as painless as possible and helping students accept responsibility for more careful scrutiny and accurate decoding. (CL)

A teaching-learning procedure in early instruction in mathematics is anchored in Piagetian and Russian psychology and traces internalization processes that occur between material and mental actions, namely perceptual actions of visualization and imagination, verbal action, symbolization, and generalization. (Author/CL)

Principals should perform functions in three major areas: (1) interpersonal relationships (leader, figurehead, liaison); (2) information processing (disseminator, spokesperson); and (3) decision making (change agent, disturbance handler, resource allocator, negotiator, and evaluator). (CL)

Language performance at syntactic, semantic, orthographic, and discourse levels was measured for 12 learning disabled third graders, 15 normally achieving third graders, and 11 normally achieving first graders. Results indicated significant overall differences between learning disabled and normally achieving Ss, but not between the learning…

Forty sixth and seventh graders (learning disabled and non LD) completed the Autonomy Multiple Choice measure and the State-Trait Anxiety Inventory. Significant differences between groups were found: LD Ss demonstrated lower levels of autonomy in situations where the source of stress was situational (trauma) or personal (parents or peers).…

Response latencies of 27 learning disabled (LD) and 27 normal control boys (8-11 years old) were compared on a picture-word interference task. Both LD and control Ss exhibited greater interference effects (longer response latencies) when naming pictures (versus naming words) and when categorizing words (versus categorizing pictures). (Author/CL)

A longitudinal investigation on development of conservation skills in 31 learning disabled (LD) children suggested that delayed transition between preoperational and concrete operational thought may be an important factor in understanding the continued school failure of learning disabled children. (Author/CL)

The authors consider recent research on brain lateralization in learning disabled children that has used three different experimental paradigms, noting that these studies have advanced knowledge about factors that can affect performance on the tasks that measure lateralization, but they do not produce a conclusive picture of abnormal…