The study involving 40 learning disabled children (6-8 years old) investigated the relationships between the various indexes of the McCarthy Scales of Children's Abilities (MSCA) and the scales of the Wechsler Intelligence Scale for Children-Revised (WISC-R), and the comparability between the MSCA General Cognitive Index and the WISC-R Full Scale…

The study was designed to determine not only the comparability of the Wechsler Intelligence Scale for Children (WISC) and the WISC-Revised (WISC-R) with 40 minimal brain dysfunction children (6-10 years old), but also to determine whether well-established, clinically useful configurations emerge in the WISC-R as they do in the WISC. (Author/SBH)

The study involving 60 Ss investigated whether response instability differs significantly among self-concept levels of elementary and junior high learning disabled (LD) students, whether these students differ significantly on item response instability, and whether response instability is significantly related to age, sex, race, or IQ. (SBH)

The paper describes an instructional material evaluation model that is based on R. Mager's approach to task analysis and may be applied to the selection of materials for learning disabled children. Procedures for listing specific objectives are reviewed, and steps for using the model to evaluate materials are presented. (SBH)

A basic outline and set of principles are presented for clinicians in discussing diagnostic findings with parents of handicapped children. (CL)

Three student experimenters individually trained and tested eight fourth grade children who had been randomly selected and labeled either learning disabled or normal. (Author/CL)

One-hundred and thirty-eight undergraduate students ranked the acceptability of common disabilities. (Author/CL)

The creative ability of 39 elementary grade children diagnosed as learning disabled was measured on the Torrance Tests of Creative Thinking. (Author/CL)

Learning disabled (n=28) and normal achieving (n=28) 8- and 9-year-old boys, approximately equated on the variables of IQ, age, and socioeconomic status, were administered three conservation tasks and J. Flavell's measure of cognitive role-taking. (Author/CL)

Research is reviewed on the relationship of allergies including sensitivity to artificial food coloring to learning and behavior disabilities. (CL)

The author contends that the current evidence for an attentional deficit explanation of learning disability must be evaluated cautiously. (Author/CL)

The construct validity of the Individual Learning Disabilities Classroom Screening Instrument was investigated for a sample of 61 learning disabled primary students. (CL)

Methodological errors are cited in a study of predictive utility for screening tests designed to identify high risk preschool children. (CL)

Fifty-one learning disabled elementary students received reading instruction with a braille phonics approach. (CL)

The content validity of the Peabody Individual Achievement Test and the Wide Range Achievement Test was examined with 27 educationally handicapped students (5-9 years old). (CL)