In the article the author refutes J. Fletcher and P. Satz's analysis of the etiology of reading disability on logical, theoretical, and empirical grounds. (Author/PHR)

In the rejoinder the authors describe the methodological and interpretive factors in the Vellutino et al, experiments which limited the degree to which the studies refuted perceptual deficit hypotheses of reading disability. Note: for more of the interchange see EC 114 687-688. (Author/PHR)

The influence of the classroom teacher reading orally before the child reads was investigated using as Ss three learning disabled children (8-and-12-years-old). (Author/PHR)

The study investigated word-finding skills in 30 learning disabled (LD) boys (ages 8-to-11-years). Ss were administered measures designed to explore word-finding ability in three stimulus contexts for high- and low-frequency words.

The literature on two forms of muscle relaxation training (electro-myographic (EMG) biofeedback and progressive muscle relaxation) with learning disabled and hyperkinetic children is reviewed and the authors' own study is discussed. (Author/PHR)

The developmental bypass teaching technique (which provides students an opportunity to bypass their learning deficits) was studied with regard to social studies achievement and classroom behaviors in 50 learning disabled junior high school students. (Author/PHR)

The report has a threefold focus: (1) it describes a university-affiliated summer program for learning disabled children (ages 4-to-14 years); (2) it discusses benefits of the program from the perspectives of both parent and teacher trainee; (3) it points out some problems with the program. (Author/PHR)

In a study 12 normal children and 12 reading disabled (word recognition difficulties) children (mean age 9.2 years) were compared for reading and listening comprehension to test whether disabled readers, given an auditory presentation, would show comprehension of material comparable to that of normal readers given visual presentation. (PHR)

The article reports on an intervention procedure designed to initiate reading in a ten-year-old mentally retarded girl assessed as a 'zero reader'. (PHR)

The Stanford Achievement Test (SAT), 1973 edition, was administered concurrently with the Wide Range Achievement Test (WRAT), level 1, to 296 neurologically impaired and emotionally handicapped students to validate the WRAT (using the SAT as a criterion). (PHR)

The article focuses on a program for remedial handwriting instruction in which the student diagnoses which letters on his/her worksheet are incorrectly formed, relieving the teacher of the need for constant attention and helping to avoid repetitive mispractice.

The practice of evaluating certain special education tests in terms of traditional test evaluation procedures appears inconsistent with observations that these tests are often so closely tied to instructional procedures that they are not separable in practice. (Author)

The span of apprehension (a measure of the amount of information processed simultaneously from a brief visual display) was studied in two experiments involving 40 normal and learning disabled boys (ages 6-11 years). (Author/DLS)

The article reports the skill attainment in reading, spelling, and arithmetic for a group of 40 adult males who were diagnosed as dyslexic in childhood. (Author/DLS)

The physical growth of 46 school-aged twins with academic difficulties was examined and compared with that of matched controls. (Author/DLS)