Eight articles report on findings of the five Research Institutes in Learning Disabilities. T. Bryan reports on "The Chicago Institute for Learning Disabilities" with findings concerning children's conversational skills, how children account for success and failure, children's ingratiation tactics, children who forget quickly, and children's reading problems. "Research at the University of Virginia Learning Disabilities Research Institute" by D. Hallahan and R. Kneedler is a report of laboratory, intervention, and ecological research with findings such as the effectiveness of self instruction and self monitoring in increasing ontask behavior and academic productivity of learning disabled children. The remaining articles have the following titles and authors: "Psychoeducational Decision-Making Practices in a Simulated Assessment Session" (J. Ysseldyke, et al.); "The Role of Cognitive Strategies in Certain Reading Comprehension Disabilities" (W. MacGinitie, et al.); "The Impact of Learning Disabilities on Post-School Adjustment" (W. White, et al.); "Relationships among Simple Measures of Reading, Spelling and Written Expression and Performance on Standardized Achievement Tests" (P. Mirkin, S. Deno); "Profile of the Learning Disabled Adolescent--A Mirror Image of Other Low Achievers" (F. Clark, et al.); and "Modifying Instruction to Minimize the Effects of Learning Disabilities" (N. Bryant). (DB)