The effects of visual paradigmatic organization on verbal recall among language/learning disabled children was studied with 20 such children (age: 8-13 years), who were screened to eliminate visual memory deficits. (Author)

An interview with B. Slingerland, an educator with over 50 years experience with specific language disabled students, traces her early work in the field, and reviews her theories about teaching language disabled children, including her emphasis on intrinsic motivation rather than behavior modification and her reluctance to receive government…

A model and supporting research are presented which suggest that academic failure resulting from a variety of etiological factors is sufficient to generate the behavioral patterns observed in many hyperactive children. (CL)

Reviewed are foreign and American studies on the relationship between school entrance age and reading readiness; and presented is the author's contention that children should be automatically admitted to kindergarten and first grade, with the school responsible for appropriate individualized instruction. (CL)

The article reviews ways in which parents of learning disabled students can become involved with different educational settings (clinics, schools, home and community) and different service functions (identification, assessment, programing, implementation and evaluation). (CL)

The classroom behavior of 15 learning disabled (LD) third and fourth grade boys was compared to that of 15 matched normal Ss to determine differences in behavioral style and to examine LD Ss' behavior in different classroom environments. (Author/CL)

Parieto-occipital electroencephalograms were recorded during resting baseline intervals, during an initial instruction period, and during active performance on mental arithmetic and immediate recall tasks to determine if 10 learning disabled boys (10-12 years old) would show less alpha attenuation than 11 normal controls. (Author/CL)

Investigated with 46 learning disabled children (mean age 8 years) was the effect of training paradigmatic language structures on the reading process. (Author/CL)

The self concept of 386 minimally brain damaged (8-16 years) in special classes was compared with that of 96 children with similar disabilities who were in regular classes. (Author/CL)

Evaluated was the ability of an abbreviated test battery, given at the beginning of kindergarten, to predict reading group membership at the end of the second grade for 132 kindergarten children. (BD)

Reviewed is the Sequenced Inventory of Communication Development, a test intended to provide speech and language pathologists information on early communicative behaviors. (BD)

After reviewing research and opinion regarding methods for teaching mathematics to handicapped students, the author suggests that the conclusions were reflections of the educational theory held by each writer. (BD)