Concludes that perceptual-motor activities are not likely to improve reading skills directly but suggests that there are a number of reasons for including such activities as an addition to the curriculum. Tables and bibliography. (RW)

Suggests specific ways in which the classroom teacher can teach to a child's perceptual and instructional weakness through his strengths. Notes that the goal is to provide instruction in the subject area, not just in perceptual skills. Bibliography. (RW)

Provides a short summary of the research being done on the subject of drug therapy with children having learning disabilities, pointing out the advantages and the dangers in such therapy. (RW)

Argues that most reading skills are more applicable to expository material and suggests that overuse of fiction in the primary grades is a frustrating experience contributing to disinterest in reading. Tables and bibliography. (RW)