It was concluded that computed axial tomography of the brain is not a necessary screening procedure in the evaluation of the child with minimal brain dysfunction or learning disabilities unless there is evidence of a focal neurologic deficit. (Author)

The author discusses conclusions presented in two artcles by H. Vance et al. titled "Determining WISC-R (Wechsler Intelligence Scale for Children-Revised) Profiles for Reading Disabled Children" and "Developing Remedial Hypotheses from Ability Profiles." The validity of five distinct WISC-R profiles for reading disabled students is questioned.…

The authors reply to M. Miller's concerns regarding their work on Wechsler Intelligence Scale for Children-Revised (WISC-R) profiles for reading disabled children. Among the criticisms addressed are those dealing with subject sampling, Ss not fitting into the five WISC-R profiles, and factor analysis procedures used. (SBH)

The author responds to rebuttals by F. Wallbrown et al. regarding criticisms of their research on Wechsler Intelligence Scale for Children-Revised (WISC-R) profiles of reading disabled children. (SBH)

Wechsler Intelligence Scale for Children-Revised (WISC-R) protocols of 55 children (5 to 17 years old) referred for academic problems were examined using a factor-score approach in terms of clusters of subtests hypothesized to reflect functional differences in learning styles. (Author/SBH)

The study was designed to provide a comparison of Peabody Individual Achievement Test (PIAT) and Wide Range Achievement Test (WRAT) scores in 49 learning disabled children (mean age 11 years at initial testing). (SBH)

The author contends that, while visual defects should not be confused with defects in visual perception, the identification and treatment of visual problems is an important element in the diagnosis and remediation of learning disabilities. (Author)

The article reviews and interprets some of the literature that has investigated the relationships between refractive status and reading and between binocular status and reading. The characterization of the visual process is pointed out as a major research problem. (Author)

The author reviews aspects of visual integration which should be assessed in students with suspected learning problems: visually directed and monitored movements, visual tactual integrations, visual auditory language integrations, and visual systems integrations. (CL)

The author discusses applying J. Piaget's philosophy to the treatment of learning-related visual problems by first probing for the available knowledge in the person's ocular sensorimotor intelligence, visual thinking, and logical reasons. Then, through tasks, the individual is encouraged to engage in high-level thinking in the undeveloped areas.…

The role of visual imagery is explored as an information processing strategy, and its relationship is counterpointed to the linguistic system. The importance of visual imagery as a diagnostic and therapeutic tool to aid both visual and nonvisual performance and learning problems is discussed. (Author)

The literature relating visual problems, reading, and academic difficulties with neurophysiological mechanisms shows positive interaction among these factors. Both visual-evoked response and encephalographic studies show parietal or occipitoparietal neurophysiological anomalies which can be used to discriminate between normal and disabled readers…

A 40-item speech/sound discrimination test was administered to 158 children (6 to 9 years old) to assess the effects of socioeconomic level and administrative mode, oral or tape, on auditory discrimination ability. Results indicated a model of administration effect, age effect, and an interaction between age and socioeconomic level. (Author)

The Canter Background Interference Procedure of the Bender Gestalt Test and the Quick Neurological Screening Test were found to discriminate neurological/organic signs in 23 adolescent learning disabled students. Methodological problems, research needs, and implications for the use of these tests are discussed. (Author)

To investigate differences between learning disabled and nonhandicapped adolescents in comprehension of pronoun-antecedent relationships, a pronoun reference task was administered to 75 learning disabled (LD), nonacademic, and academic 10th and 11th graders in a middle-class suburban high school. Results indicated that LD students may have…