The author reviews the controversy over definitions of learning disabilities and posits two "givens" in any defintion of the condition: that all learning is neurological, and that learning is conditioning. He proposes a definition based on neuropsychological dysfunction which can be translated into an educational regimen. (CL)

The authors suggest that the confusion and controversy over definitions of learning disabilities have been unproductive. They review findings on the assessment decision making process and emphasize the need for a new perspective on assessment and intervention. (CL)

An economical procedure for identifying the dyslexic child is described using a parent questionnaire, the Wechsler Intelligence Scale for Children-Revised (particularly noting behavioral idiosyncrasies), a brief sentence reading test, a brief spelling test, and lateralty tests. Procedures for synthesizing the evaluation information are considered.…

To test the effects of selective attention on decoding skills, 23 children (grades 2 through 6) with learning disabilities were studied. Results showed that treatment directly improved the ability of the experimental groups to transfer spelling patterns learned in isolation to unknown words containing those patterns and improved the ability of Ss…

Classroom teachers and school mental health specialists must be better equipped to determine which students who practice deviant behavior are behaviorally disordered and which students are experiencing faulty social perception. (Author/PHR)

The paper presents a selective review of current alternative conceptualizations of learning disabilities and reading disability. (Author)

Perinatal histories of 50 learning-disabled children (ages 7 to 12) with minimum neurological dysfunctions were evaluated (using a normative population for comparison) to discover if any relationship existed between pregnancy and birth complications and the development of learning disabilities. The experimental group had had a significantly higher…

The investigation explored the possibility of predicting self-concept among 147 learning-disabled children (ages 7 to 13) on the bases of several combinations of predictor variables. The combinations of word knowledge performance, math performance, and family socioeconomic status (SES) significantly predicted self-concept. (Author/PHR)

Two methodological problems often arising in dyslexia research are considered. The first problem concerns the validity of experimental measures and the related problem of interpreting null results. The second problem involves the effects of sampling from a disabled population if the disorder under investigation has multiple unknown origins.…

The paper presents findings from research on megavitamin nutritional therapy with behavior-disordered and learning-disabled children. The results suggest it is a valid biochemical alternative to other means of therapy. Some researchers are concerned about the possibility of poisoning the system and the lack of evidence of long-range effects. (PHR)

The paper points out that because of an incorrect interpretation of the development of learning disabilities, physically handicapped children with learning disabilities are being discriminated against in the provisions of Public Law 94-142, the Education for All Handicapped Children Act. (PHR)

Teacher effectiveness in identifying children "at risk" for learning problems was studied with five Head Start teachers. Results showed that, after training in classroom observation techniques, paraprofessional teachers are capable of identifying developmental delays in children. (PHR)

Alternative teaching approaches, including the use of multisensory teaching, were studied with 40 first-grade children, 20 identified as "at risk" for learning problems and 20 control Ss. Results showed that the experimental group had significantly more gains in all areas tested than the control group. (PHR)

A study of 107 kindergarten children was undertaken to compare the predictive efficiency of kindergarten teachers' ratings with reading readiness and reading achievement over a four-year period. (PHR)

A case study of a 10-year-old boy with poor performance in language and math investigated whether increasing on task behavior in one subject area will increase on task behavior in another area. Results indicated that increasing on task behavior in one curriculum area does not necessarily generalize to another area. (PHR)