The study compared patterns of performance on the Woodcock-Johnson Psycho-Educational Battery of 36 college freshmen with learning disabilities (LD) and 36 control students. LD students performed lower than non-disabled students in 15 of the 17 clusters of the battery. (Author/DB)

Comparison of reading skills in nine first graders retained in first grade and nine similar children promoted to second grade suggested that retention may benefit such children if they start the repeated year with increased phonemic awareness and increase their spelling-sound knowledge in second grade. Listening comprehension was not aided by…

Data from three studies identified the cognitive deficits associated with reading difficulties as distinct from attentional deficits. The studies found consistent cognitive deficits (especially naming and phonological awareness) associated with difficulty in reading. Deficits were consistent across samples, developmental levels, definitions, and…

A model of achievement applicable to learning disabled students is presented which comprises entry characteristics, self-efficacy for learning, task engagement variables, and efficacy cues. Research is summarized on effects of social and instructional variables on self-efficacy and achievement behaviors. Self-efficacy appeared to predict student…

The response to previous articles on the Regular Education Initiative looks at the definition of learning disabilities, identification, mainstreaming of mildly handicapped students, attitudes of general educators toward high risk students, the importance of prevention at the elementary level, and delivery systems. (DB)

Observation of four elementary grade learning disabled children about six months after a social skills training program found generalization of new skills by all subjects to new environments. Training included generalization training in the form of systematic attention by teachers and parents in the new environments. (Author/DB)

Comparison of behaviors exhibited by 19 hyperactive and 17 nonhyperactive (learning disordered) children found differences between groups to be more often qualitative than quantitative. Hyperactive students demonstrated more talking, unsystematic search, and motor impersistence while nonhyperactive students demonstrated more upper extremity…

Comparison of 31 elementary grade boys with learning disabilities and 52 boys with behavior disorders who either did or did not also display hyperactive behavior found significant differences between groups on the Classroom Behavior Inventory in three areas: Hostility versus Consideration, Extroversion versus Introversion, and Independence versus…

Comparison of 54 students with learning disabilities (LD) and 71 non-disabled students found the LD group demonstrated higher school anger levels, more negative behavior, less positive behavior, and lower motivation for on-task performance. Students who reported both high anger and high perceived control tended to exhibit the most negative…

The study assessed effects of computer assisted or noncomputer assisted curriculum-based measurement (CBM) on the instructional planning of 30 special education teachers. After 12-15 weeks, analysis indicated no differences between the CBM groups but compared to a contrast group, CBM teachers used more specific goals and monitored student programs…

The prevalence of communication disorders in a population of 242 children with learning disabilities between 8 and 12 years of age was determined. A speech, language, or hearing problem was exhibited by 96.2 percent of the children. Only six percent of the children were considered to be receiving appropriate services. (Author/DB)

The study of perceived importance of 23 occupations by 65 adolescents with learning disabilities and 85 adolescents without learning disabilities revealed that occupations were ranked similarly by the two groups though students with learning disabilities held occupations classified as skilled, semi-skilled, or unskilled in higher regard than…

Low- and moderate-exploratory children (mean age 6.9 years) with learning disabilities engaged in exploratory behavior independently and with an adult who communicated support in one of two nonintrusive ways. Consistent with a developmental motivation perspective, the children showed higher levels of exploration under both kinds of supportive…

Fourteen teenage or young adult males disabled in print acquisition were studied to determine their patterns of verbal and spatial processing. It was found that, at retest a mean of 5.4 years later, the Similarities score significantly increased while the Vocabulary scores and Acquired Knowledge category actually decreased. (Author/DB)

The article examines theoretical reorientations in special education away from the Newtonian mechanistic paradigm toward an emerging holistic paradigm. Recent literature is critiqued for renaming theories as paradigms, thereby providing an illusion of change while leaving fundamental mechanistic assumptions in place. (Author/DB)