bluuebunny/crossref_metadata_2025 huggingface dataset:
Why Can't John Read? Perhaps He's Not a Good Listener
Authors: Berger Natalie S.
Published: December 2008

The relationship between listening comprehension and reading comprehension was investigated. Written and oral comprehension tasks were presented to two groups of readers, matched for IQ and chronological age but differing in their reading ability. The skilled-reader group consistently performed better than poor readers in both reading and listening tasks. The results suggest that reading comprehension and listening comprehension are dependent on the same general language processing skills and that poor readers are also poor listeners. Implications for these findings for teaching the reading disabled child are suggested.
Construct Validation of an Instrument for Screening Learning Disabilities
Authors: Beatty James R.
Published: December 2008

The theme for this month's column is an exploration of test and material of validity. Validity is an elusive construct, especially to practitioners. Few professional persons working with learning disabled children would simply violate a statement of low validity if clearly stamped on a test, intervention procedure, and/or instructional method. However, the issue is that the practitioner must generally search for statements of validity in hopes that something is available, when in reality it generally is not. In this issue three manuscripts address the validity question from the practitioner's point of view, and the final one contrasts the WRAT and PIAT as measures of academic achievement. --- D.A.S.
Children with Learning Problems
Authors: Adams Ruth R. , Lerner Lillian , Anderson Judith
Published: December 2008

The parent's role in treatment of children's learning problems is discussed. A developmental view of causation based on Piagetian theory is presented as well as this description of the plan for parent workshops in District 10 in New York City.
Handwriting Deficits in Children With Minimal Brain Dysfunction
Authors: Lerer Robert J. , Artner Jeanne , Lerer M Pamela
Published: December 2008

Fifty hyperactive and learning disabled children were selected for study because of severe handwriting difficulties. Ten handwriting deficits were recognized with great frequency in this sample of students. The children received methylphenidate (Ritalin) or placebo under double-blind conditions. Twenty-six students (52%) showed improvement in overall handwriting following the administration of methylphenidate for four weeks. Many of their handwriting deficits, including letter reversals, improved or disappeared. Placebo had little appreciable effect on the children's handwriting. Direct observation of the students while writing suggested that advances in handwriting skills were related to improved visual-perceptualmotor functioning. We believe that methylphenidate has a direct positive effect on visual-perceptual-motor deficits often found in children with hyperactivity and learning disabilities. A number of practical applications of our findings are suggested.
Learning Disabilities
Authors: Reger Roger
Published: December 2008

An unsuccessful search continues for a definition of learning disabilities. The effort is within a unidimensional framework without recognition of the lack of unidimensional characteristics in children. No other definition of any handicapping condition meets the rigid criteria that seems to permeate the illusory search. As with all other handicapping conditions, the working definition varies within and among schools. Explicit recognition and sanctioning of the modus operandi would allow rational planning for funding and programming.
Auditory Fusion among Learning Disabled, Reading Disabled, and Normal Children
Authors: McCroskey Robert L. , Kidder Herman C.
Published: December 2008

One hundred thirty-five children aged 7 through 9 years were asked to indicate whether they heard one or two sounds when presented with 270 separate pairs of tones. Each pair consisted of two tones separated by a silent interval that varied from 0 through 40msec. The frequencies of the tones that comprised the pairs were 250 through 4,000 Hz at one-octave intervals. These stimuli were presented at three sensation levels: 20, 40, and 60dB. All sensation levels and frequencies were rotated to control for order and practice effects. The results indicate that normal children experience auditory fusion at shorter time intervals than is true for reading disordered or learning disabled children, that signal intensity affects auditory fusion for allgroups, and that only the learning disabled children are differentially affected by the frequency (hertz) of the stimulus tones.
Assessment of the Learning Disabled with Regard to Cognitive Functioning and Cognitive Complexity
Authors: Castiglione Samuel S.
Published: December 2008

Assessment of potential learning disabled children has proved difficult for the relevant professional diagnosticians, even in optimum multidisciplinary situations. Assumptions about the nature of the learning disabled population, about the adequacy of ordinary assessment practices, and about the nature of assessment itself tend to mislead professionals to unwarranted conclusions. The various purposes of assessment affect not only the types of assessment used, but also the interpretation of results. The instruments used, and their interpretive criteria, have generated a wide array of inconclusive results, requiring more controlled replication. As information on the cognitive functioning of learning disabled children emerges, a parallel, independent body of knowledge suggests investigating the cognitive complexity of learning disabled children, both to improve the conceptual understanding of learning disability and to support guidelines for relevant educational recommendations.
Restructuring Dysfunctional Parental Attitudes Toward Children's Learning and Behavior in School
Authors: Klein Rosalyn S. , Altman Steven D. , Dreizen Kathryn , Friedman Robert , Powers Lois
Published: December 2008

This is the second of two articles examining dysfunctional parental attitudes that contribute to school learning and behavior disorders. Case material illustrating the attitudinal problems and effects on children are presented. The psychoeducational therapist is often included in family sessions as his or her experience with learning problems aids in the restructuring of parental attitudes. This expands the role of the psychoeducational therapist.
Social Communication in Learning Disabled Students
Authors: Soenksen Patricia A. , Flagg Charles L. , Schmits Donald W.
Published: December 2008

The language productions of two learning disabled students and two nondisabled peers were submitted to length of utterance and pragmatic analyses. Using change in Mean Length of Utterance as a criteria, it was determined that LD students did not code-switch while the nondisabled peers did. A pragmatic analysis of each child's language production resulted in few categorical differences; rather, each child appeared to possess his own particular conversational style. As a group, the LD subjects made more personal and fewer imaginative statements when talking with nondisabled peers.
Acceptance of Learning Disabled Students in the Mainstream Environment
Authors: Prillaman Douglas
Published: December 2008

The sociometric status of primary and upper elementary students was investigated. The locale was a suburban area where those children classified as learning disabled were mainstreamed in two elementary schools. There were 362 children participating in the study, 8% of whom were learning disabled. The data do not support the findings of previous studies on the sociometric status of handicapped children in the regular classroom; i.e., learning disabled children would rate significantly lower in terms of popularity than their peers who are not learning disabled peers. A discussion of the reasons for better acceptance of the handicapped in mainstream education is included.
Mathematics for the Learning Disabled
Authors: Halpern Noemi
Published: December 2008

Many learning disabled students would be able to learn the mathematical skills necessary for independent living if their mathematical curriculum would concentrate primarily on functional skills.
WISC-R Scatter Indexes of Children Referred for Reading Diagnosis
Authors: Moore David W. , Wielan O. Paul
Published: December 2008

A large sample of children referred to a clinic for suspected reading disabilities (N = 434) was administered the WISC-R. Their verbal-performance IQ discrepancy and indexes of subtest scatter were significantly larger than the values for the normal standardization sample, but these mean differences were not large enough to be meaningful in a practical sense. These results agree with several other investigations of the scatter indexes of exceptional samples.
Recategorized WISC-R Scores of Juvenile Delinquents
Authors: Groff Martin G. , Hubble Larry M.
Published: December 2008

Wechsler Intelligence Scale for Children-Revised scores of a male delinquent sample were grouped by Bannatyne's classification of Wechsler's subtests, and these recategorized scores were compared with results of a previous study of learning disabled children. Intragroup comparisons indicated similar patterns of category scores for the delinquents and LD youth at three levels of intelligence. The findings failed to support a theory that LD youth possess a unique pattern of recategorized scores.
Learning How To Be a Student When You Have a Learning Disability
Authors: Towle Maxine
Published: December 2008

Teaching study skills takes special techniques. This article analyzes the stages of study in terrms of skills neded at each phase. Specific ways to modify instructional activities and to develop study procedurs are presented. For the teacher who accepts the challenging responsibility of hlping learners become students, this article tells both what to teach and how to teach it.
A Longitudinal Comparative Study of the Self-esteem of Students in Regular and Special Education Classes
Authors: Battle James , Blowers Tom
Published: December 2008

One hundred fifty-eight boys and girls in regular and special education classes participated in the study. Findings indicate that subjects in special education classes experienced greater gains in self-esteem and perception of ability scores than boys and girls in regular classes.
The Selection of Special Educators and Learning Disability Specialists
Authors: Wilson Bernice , Sapir Selma G.
Published: December 2008

The process that should determine the selection procedures for learning disability specialists is conceptualized. The base represents the essential qualities necessary for all special educators before they are admitted for training in the field. The second level represents qualities that can be taught and enhanced, and the third are the style of behavior and the temperament that can and should be matched with the child to form “a treatment alliance.”
Eligibility Criteria for Learning Disabilities Programs
Authors: Murai Harold M.
Published: December 2008

Eligibility criteria for the identification and programming of students for learning handicapped classes are described as being arbitrary, based mainly on fiscal concerns. It is further pointed out that special instruments for diagnosing learning disabilities are highly suspect, as are specialized techniques used in classrooms for teaching basic skills. It is suggested that good basic teaching techniques, which may be offered in standard teacher training programs, should receive greater emphasis in the preparation of special educators.
The Temple University Reading Clinic
Authors: Rosner Stanley L. , Cooper Fredi H.
Published: December 2008

The Psychology of Reading Department and the Reading Clinic at Temple University provide a Diagnostic Division and a Laboratory School. They serve two main functions: training of graduate students in education and meeting the needs of children with reading problems through evaluation and remediation. How these functions are served is described here.
Preschool Screening as a Means of Predicting Later Reading Achievement
Authors: Lindquist Geraldine T.
Published: December 2008

The purpose of this study was to determine if the Weber district screening program predicted the reading scores of primary grade students. The data showed a statistical significance at the .001 level; however, the relationship was not strong enough to provide accurate identification of individual children at risk of educational failure. It was concluded that the screening program has very limited value in identifying children with learning problems.
Cautions for the Use of Informal Measures in the Educational Assessment of Exceptional Children
Authors: Bennett Randy Elliot
Published: December 2008

Informal assessment can make a valuable contribution to the assessment process in special education. Informal procedures are characterized by their ability to be tailored to the needs of specific assessment situations and are especially useful in student evaluation for this reason. However, because informal procedures are typically of unknown technical adequacy they must be constructed and used with care. Specific cautions to be exercised in the construction and use of informal procedures are suggested as one means of increasing the technical quality and utility of these evaluation tools.
An Alternative Framework for Considering Learning Disabilities in a More Positive Light
Authors: Dixon Nancy M.
Published: December 2008

Once there was a man who lost his legs and was blinded in an accident. To compensate for his losses, he developed great strength and agility in his hands and arms, and great acuity in hearing. He composed magnificent music and performed amazing feats. Others were so inspired with his achievements that they had themselves blinded and their legs amputated. (Slater 1974)
How Many Kinds of Reading Disabilit Are There?
Authors: Harris Albert J.
Published: December 2008

This paper reviews the recent research bearing on the single cause/multiple cause controversy in regard to reading disabilities. The inadequacy of the common practice of comparing a group of disabled readers with a control group is noted. A number of single-factor theories are reviewed, including those of Orton, Levinson, Delacato, Bender, Frostig, and Vellutino. Recent research pointing to multiple causation is summarized, including clinically based studies and those employing statistical techniques such as cluster analysis and Q technique. There seem to be at least three main types of reading disability and possibly several less common ones, with great individual variations in constitutional, environmental, and motivational handicaps.
Individual Differences in Semantic Encoding Processes
Authors: Lorsbach Thomas C.
Published: December 2008

A Type I incidental learning paradigm was used to examine the manner in which learning disabled children and non-learning-disabled children responded to systematic variations in the semantic elements of words. Accuracy of performance on word categorization tasks did not differentiate the two subject populations. However, the LD subjects categorized words less rapidly and recalled fewer words on a subsequent free recall task than the non-LD subjects. The results suggested that semantic encoding and retrieval processes occur with less automaticity in learning and reading disabled children. Less rapid and inefficient use of the semantic content of words appears to be a contributing factor in the reduced performance of LD children on verbal learning tasks.
Similarities among Diagnostic and Prescriptive Decisions Made by Reading Specialists and LD, Title 1, and Fourth-Grade Teachers
Authors: McHugh Linda M.
Published: December 2008

This study was designed to compare the diagnostic and prescriptive decisions made by reading specialists, learning disabilities teachers, Title 1 teachers, and classroom teachers about a child experiencing difficulty in reading. The subjects' responses were recorded on a questionnaire and then analyzed for similarity to determine whether or not they identified similar reading skill weaknesses and instructional needs of the child, and whether or not they prescribed similar reading programs for the remediation of the skill weaknesses. Results were that the subjects made very similar diagnostic and prescriptive decisions with the exception of establishing the child's instructional reading level. In this case, the reading specialists and LD and Title 1 teachers tended to recommend easier instructional materials for the child than the classroom teachers recommended.
Child Abuse: Growth Failure, IQ Deficit, and Learning Disability
Authors: Money John
Published: December 2008

Behavior that has been criminalized makes criminals not only of those who practice it but also of professionals who fail to report their knowledge of it. Professionals have invented the bastard science of victimology in which, by focusing on the victims and handing the offenders over to the law, they miss the scientific opportunity to discover the cause and prevention of the offense. Evidence of child abuse and neglect as a primary cause of permanent IQ impairment and learning disability, though long known, has been largely disregarded in favor of hereditary and quasineurological theories of etiology. There is a syndrome, namely abuse dwarfism (also known as psychosocial dwarfism), in which growth in stature and pubertal physique, growth in intelligence, and growth and maturation of behavior all are retarded and even permanently impaired in response to child abuse and neglect. Early rescue into a nonabusive environment permits catch-up growth, whereas delayed rescue hinders it, with consequent persistent IQ impairment and learning disability.
Child Abuse and Neglect in Children Referred for Learning Evaluation
Authors: Frisch Lawrence E. , Rhoads Frances A.
Published: December 2008

During the 1977-78 school year, 430 children from the Island of Oahu, Hawaii, were referred to a central school problem clinic for evaluation of learning problems. The proportion of these children (6.7%) who had been independently reported to the state child abuse agency was compared, after age adjustment, to the rate of such reporting for all children on the island and was found to be 3.5 times higher. The types of abuse and/or neglect reported were similar for the children with learning problems and for other island children. These findings strengthen the argument for a link between child maltreatment and developmental disabilities.
Social Perception in Learning Disabled Adolescents
Authors: Axelrod Lee
Published: December 2008

Nonverbal social perception in learning disabled adolescents was investigated using standardized tests of social intelligence and nonverbal communication. It was found that LD adolescents in both grades 8 and 9 were significantly lower in nonverbal social perception skill than control students. In LD adolescents, the Cartoon Predictions subtest of the Four Factor Tests of Social Intelligence appeared to be the paper-and-pencil measure that would be the most useful as a quick index of this skill level.
Defining Learning Disabilities
Authors: McLoughlin James A. , Netick Anne
Published: December 2008

A new definition of learning disabilities presented by the National Joint Committee on Learning Disabilities emphasizes the severity and heterogeneity of learning disabilities. It redirects the field's attention to the internal nature of learning disabilities, but eliminates exclusive focus on psychological processing disorders contained in former definitions. A direct causal relationship of learning disabilities to other handicapping conditions or environmental influences is denied. The cognitive, linguistic, and academic nature of learning disabilities is stressed.
Diagnosis of Auditory Perceptual Disorders in Previously Undiagnosed Adults
Authors: Hasbrouck Jon M.
Published: December 2008

Twenty four adult patients who presented to a number of hospital services with complaints generally related to difficulty hearing, understanding, remembering, or writing were examined for auditory perceptual disorders. All subjects exhibited neurological functioning, auditory acuity, and language abilities within normal limits. On examination, all patients exhibited disorders in a number of areas of auditory perception. The results of this study support the desirability of examining auditory perceptual abilities in adults of all ages even though the tools available are designed primarily for children. The most important benefit from diagnosing the presence of auditory perceptual problems in adults is the opportunity to improve the quality of their life by assisting them to function more effectively in their current home or work environment.
Changing Peer Perceptions
Authors: Sutherland John H. , Algozzine Bob , Ysseldyke James E. , Freeman Sheryl
Published: December 2008

A variety of factors have been shown to be influential in teacher-student relationships; both labels and behaviors have been investigated with regard to their biasing effects within special education. The purpose of this study was to ascertain the extent to which fourth-grade children's ratings of a peer would be differentially affected by categorical labels and assigned attributes. An analysis of the results suggested that positive attributes produced favorable peer ratings when compared with neutral ones. The results are discussed with regard to implications for altering the differential effects often observed in teacher-pupil relationships.
Reading Disabled Children Are Aware of Their Cognitive Deficits
Authors: Cohen Ronald L.
Published: December 2008

A group of reading disabled children were compared with a control group on a battery of cognitive tests. Following each test, the children were asked to rate their own performance relative to how they thought other children of their own age would perform. The ratings showed that the reading disabled children had a surprisingly accurate awareness of their own deficits. It was concluded that this self-knowledge derived from the recognition of an operation common to reading (or perhaps spelling) and the tests on which they performed badly. Both the performance and the rating data provided a reasonable fit with the hypothesis that this operation involved phonological patterning or sound-blending.
Books in Brief
Authors: Newberger Darryl Alan
Published: December 2008

Social Development of Learning Disabled Persons by Doreen Kronick. 250 pages, $15.95. Jossey-Bass, 433 California Street, San Francisco, CA 94104, 1981.

The Role of Vision in the Multidisciplinary Approach to Children with Learning Disabilities: Proceedings from Learning Disabilities Institute II, by Morton Davis and John C. Whitener. 307 pages, $24.50. Charles C. Thomas, 301--37 East Lawrence Ave., Springfield, IL 62717, 1982.

Learning Disabilities in Perspective, by Howard S. Adelman and Linda Taylor, 376 pages, $22.95. Scott, Foresman and Company, 1900 East Lake Avenue, Glenview, IL 60025. 1983.
Sex and Group Differences in Reading and Attention Disordered Children with and without Hyperkinesis
Authors: Ackerman Peggy T. , Dykman Roscoe A. , Oglesby D. Michael
Published: December 2008

Four groups of girls—hyperactive, reading disabled, hyperactive and reading disabled, or solely attention disordered—were contrasted with male counterparts on measures of intelligence, achievement, personality, and cognitive style. Across groups, significant sex differences were found for WISC-R measures, WRAT arithmetic, parent-rated aggressivity, Children's Personality Questionnaire (CPQ) profiles. Children's Embedded Figures Test (CEFT) scores, and self-rated augmentation. For the girls, reading-spelling achievement was robustly associated with WISC-R Verbal scores, while for the boys Sequential Memory scores provided the stronger link. For the girls but not boys cognitive style measures formed a fairly cohesive cluster, as did measures of augmentation, impulsivity, and hyperactivity. The boys' but not girls' color-naming speeds and CEFT scores were strongly correlated with age. Within and across sexes, the groups could be discriminated by their WISC-R profiles, arithmetic scores, and ratings of aggressivity. Solely hyperactive subjects were unexpectedly the most sensitive to omissions of details (Leveling-Sharpening task), but groups did not differ on other cognitive style measures.
Cognitive Strategies Used by Learning Disabled Children
Authors: Copeland Anne P. , Weissbrod Carol S.
Published: December 2008

The maturity and style of problem solving of learning disabled children was compared to that of children not learning disabled. Of the LD group, those labeled as hyperactive were compared with those without such a label. Thirty-one children participated in the study. Each child was administered several tests of intellectual functioning, conceptual tempo, conservation, and conceptual strategy, the emphasis being on assessment of their cognitive style rather than on their acquisition of new information or the use of attentional skill. Teachers rated each child on a variety of behavioral, emotional, and social scales. Results indicated that LD children performed less well than the non-LD children on tasks requiring internal strategies or plans. With one exception, hyperactive and nonhyperactive LD children performed similarly; the hyperactive LD children did use a less mature strategy than the nonhyperactive LD children in one conceptual style task. Across groups, children with more behavioral problems also were children who used less mature cognitive strategies.
Cognitive—Motivational Factors That Contribute to the Achievement of Learning-Disabled Children
Authors: Licht Barbara G.
Published: December 2008

Almost everyone who deals with learning-disabled children, researchers and teachers alike, recognizes that many of these children have attitudinal or motivational problems that interfere with their classwork. In like manner, most educators recognize that chronic failure in school can cause children to become less involved in their school work. Up until recently, however, these ideas have remained quite vague and supported mostly by anecdotal evidence. This month's Topical Review discusses a developing body of research that seeks to understand the effects of failure on children more precisely. Increased understanding of the specific ways that failure affects children's attitudes and motivation toward their classroom tasks should help teachers deal more effectively with these problems in learning-disabled children.—JKT
An Investigation of Multidisciplinary Team Decision-Making
Authors: Pfeiffer Steven I. , Naglieri Jack A.
Published: December 2008

The aim of this investigation was to determine if special education placement decisions made by multidisciplinary teams are superior to those decisions made by team members acting independently. Two actual psychological cases were presented to 86 professionals from 22 teams on two occasions; the professionals first evaluated the cases alone, and then within their respective teams. Results indicate that the teams exhibited significantly less variability in placement decisions than the same specialists acting independently, supporting the efficacy of the multidisciplinary team. It was also found that representatives of the three disciplines (administrators, school psychologists, and special educators) did not significantly differ from one another in the amount of shifting during the team placement condition, suggesting that no one profession dominated the group decision-making process.
Hyperactivity, Learning Disabilities, and Alcohol
Authors: Gold Sandra , Sherry Lee
Published: December 2008

The United States Food and Drug Administration had issued a warning to women that alcohol consumed during the prenatal period may cause deleterious effects on offspring. The present article examines the professional literature in regard to the history of and research in alcohol consumption by pregnant women. New research findings suggest that maternal alcohol consumption may be the cause for behaviors in children that have led to their being diagnosed as learning disabled. Hyperactivity, short attention span, and emotional lability in children may be the direct result of mothers' drinking during pregnancy. The present paper reaffirms the Food and Drug Administration's warning to pregnant women and potential mothers of the hazards of even mild or moderate drinking during pregnancy and the possible negative effects it may cause on a child's learning and behavior.
Relationship Between Reinforcement and Eye Movements During Ocular Motor Training with Learning Disabled Children
Authors: Punnett Audrey F. , Steinhauer Gene D.
Published: December 2008

Existing efficacy research on vision therapy shows a pattern of inconsistent results. This is surprising since previous research has shown that eye movements can be controlled by their consequences (feedback/reinforcement). In the present study four reading disabled children were given eight sessions of ocular motor training with reinforcement and eight sessions without reinforcement. Two reading disabled control subjects were treated exactly as the experimental subjects except that they did not receive ocular motor training. Results revealed that as reinforcement increased the rate of saccades and number of regressions decreased, and fixation duration increased. The four experimental subjects showed an improvement (pretreatment to posttreatment) on the Gilmore Oral Reading Test and the Wide Range Achievement Test. Control children's scores declined on these measures. The results demonstrate that using reinforcement to train ocular motor skills can improve those skills, which in turn elevates reading performance.
The Efficacy of a Memory Strategy for Eliminating Reversal Behavior
Authors: Mather Nancy , Healey William C.
Published: December 2008

This single subject experiment was based on the concept that children often persist in making reversals in reading and writing because of directional confusion and failure to develop memory strategies and generalizations regarding symbol systems. The eight-year-old male subject was taught to use a memory strategy for determining correct symbol orientation. The experiment used a single subject multiple baseline design, and attention was directed to accurate recognition and production of letters and digits. Intervention for letter and digit reversals was separated to determine the effect of the strategy on each type of reversal behavior. Following the two phases of specific training, the frequency of letter and digit reversals decreased. The results demonstrated the utility of a mnemonic method for diminishing the number of reversals made by the subject. In addition, the results support the theory that reversals represent directional uncertainty and are amenable to direct intervention.
Family Variables and Reading
Authors: Stevenson Harold W. , Lee Shin-ying , Stigler James , Lucker G. William , Hsu Chen-Chin , Kitamura Seiro
Published: December 2008

others of poor and average readers in Japan, Taiwan and the United States were iterviewed about their child-rearing practices, attitudes, and beliefs, and their children's current and earlier experiences. Poor readers represented the lowest fifth percentile in reading scores; they were matched by classroom, sex, and age with average readers; i.e., children who obtained reading scores within one standard deviation from the mean. The groups seldom differed significantly according to environmental variables and parent-child interactions. Maternal ratings of cognitive and achievement variables differentiated both the children in the two groups and the mothers themselves. Maternal beliefs and descriptions of how children use time also differed between the two groups. Notable was the absence of significant interactions between country and reading level.
Group Relaxation Training and Parental Involvement with Hyperactive Boys
Authors: Loffredo Donald A. , Omizo Michael , Hammett Victoria L.
Published: December 2008

This study investigated the effects of group relaxation training and parental involvement with hyperactive boys on three factors of self-concept: personal-self; social-self; and intellectual-self as measured by the Primary Self-Concept Inventory (PSCI). Subjects were randomly assigned to treatment (n = 16) and control (n = 16) groups. The treatment consisted of three sessions of group relaxation training. Mothers of the experimental group boys also participated in group relaxation exercise sessions separately from their sons. Mothers of the experimental boys were asked to encourage their sons in their relaxation efforts by doing the exercises with their sons at least once a day. They were also instructed to have their sons do the exercises prior to situations which would require continuous attention. Multivariate analysis of variance procedures indicated significant differences between the experimental and control boys (F3.28 = 5.63; p<.01). Post hoc procedures (univariate Fs and discriminant analysis) revealed social-self and intellectual-self measures to be valid discriminators. It was concluded that the intervention affords promise for improving a few domains of self-concept among hyperactive boys.
Comprehension Monitoring in Learning Disabled and Average Students
Authors: Bos Candace S. , Filip Dorothy
Published: December 2008

This study investigated the comprehension monitoring skills of learning disabled and average seventh-grade students. Students read expository passages with text inconsistencies under a standard condition and a cued condition (i.e., where students were cued to look for text inconsistencies). Results indicate that average students spontaneously activiated comprehension monitoring strategies thereby noting the text inconsistencies regardless of the condition. Learning disabled students, however, activated these strategies only when cued to do so. These results were interpreted as supporting Torgesen's conceptualization of learning disabled students as inactive learners.
Factors in Diagnosing the Learning Disabled
Authors: Kavale Kenneth , Andreassen Eric
Published: December 2008

Examines the decision-making processes of administrators, psychologists, teachers, and nurses in their judgments about the learning disabled based upon a theoretical framework provided by Brunswick (1952). Judges were first asked to rate the value of cues considered in judgments about the learning disabled including academic achievement, behavior disorder, intellectual functioning, neurological indicators, and socioeconomic status. Judges were next asked to rate the severity and make a placement recommendation for hypothetical case histories. Next, these data were used to calculate linear stepwise multiple regression equations approximating the judgmental processes of the different judges. The results indicated that judges did differ with respect to the weights assigned specific cues but were similar in their ratings of severity level and recommended educational placement. The obtained regression equations reflected the differential weighting of cues with academic achievement and behavior disorder accounting for the largest proportions of variance. Additionally, cues indicating level of intellectual functioning and socioeconomic status explained only minimal amounts of variance. Reliability estimates found the regression equation to be useful approximations of the decision-making processes of judges.
When are Resource Rooms Going to Share in the Declining Enrollment Trend? Another Look at Mainstreaming
Authors: Roddy Eugene A.
Published: December 2008

A special education administrator presents a point of view that raises questions regarding the continuation of the present practice of separating learning-disabled students from the regular education classroom for specialized instruction. Strategies to accommodate learning difference and to address specific learning needs in the regular instructional program are proposed. Concern is expressed that the benefits derived from special instruction, away from the classroom, are in need of re-evaluation during these times of competing priorities, legitimate questioning of the resource room model and fiscal constraints.
The Child Specialist
Authors: Sapir Selma C.
Published: December 2008

Because of the ever increasing numbers of children with learning disabilities, a new concept, one of a “child specialist” is introduced. The role of the “child specialist” is defined and the principles and philosophy supporting this approach are discussed. The importance of this new role emanates from the many socio-economic forces in our society which are counter-productive to children's best interests. Selection and training methods for such a “child specialist” role are presented in detail.
Emotional and Behavioral Aspects of Hyperactivity
Authors: Margalit Malka , Arieli Nirit
Published: December 2008

Two groups of learning disabled children, 55 hyperactives and 116 non-hyperactives, were compared in order to obtain a clearer understanding of the emotional and behavioral features of the syndrome. Keeping their intelligence level and educational attainment constant, the groups differed regarding the hyperactives' difficulties of modulating performance to meet external demand (as expressed by lower coding scores), and a greater prevalence of behavior problems. They expressed higher levels of anxiety, especially related to feelings, that they were not in control of what happened to them. The results were discussed in the context of intervention programs.
A Comparative Study of the California Achievement Test (Forms C and D) and the KeyMath Diagnostic Arithmetic Test with Secondary LH Students
Authors: Price Pamela A.
Published: December 2008

Teachers are always looking for effective achievement tests for use with mildly handicapped students at the secondary level. One popular measure is the KeyMath Diagnostic Arithmetic Test, an individually administered measure which is not time efficient. This study compared the KeyMath with a group-administered test, the California Achievement Test (Forms C and D), to determine each measure's effectiveness in assessing students' math performance on the secondary level. The tests yielded similar scores which were stable across both tests and their subtests, with a mean performance at approximately the fifth-grade level. A qualitative analysis, comparing the tests in the areas of content, quality, time efficiency and relevance for instruction, found the California Achievement Test to be the superior, more efficient measure for accessing secondary LH students' achievement levels in math.
Predicting School Readiness from Stroke Directions in Children's Printing
Authors: Simner Marvin L.
Published: December 2008

The present investigation was undertaken to test a long-standing claim that the stroke directions used by kindergarten children when they form horizontal, vertical, and circular lines, can aid in screening these children for school readiness. One-hundred-and-eight onrepeating kindergarten children were asked to print a series of letters and numbers while an observer recorded the stroke directions employed by each child. In agreement with views held at the Gesell Institute, the outcome showed that children at the extreme opposite ends of a school readiness continuum differed reliably in the percentage of normative stroke directions used to construct each of these three basic line types. Despite this, however, the overall correlation between these two variables was sufficiently low to suggest the need for considerable caution when using stroke direction information to screen kindergarten children for school entry.
A View of a Viewpoint: Nutritional Considerations
Authors: Clydesdale F.M.
Published: December 2008

Nutritional research must be predicated on the fact that present knowledge defines approximately 50 nutrients required by the human body in ratios prescribed by the Recommended Dietary Allowances (RDA). Obviously each food cannot contain all the nutrients in the exact balance required, necessitating a definition of a "nutritious diet" rather than a "nutritious food." This means that in order to discuss nutrition, a basic knowledge of food composition is required as well as a recognition of the RDA's. Armed with such sound principles, research on nutrition and behaviour may begin. To do otherwise only adds confusion rather than knowledge.
Evaluating LRE Decisions Through Social Comparison
Authors: Brulle Andrew R. , Barton Lyle E. , Repp Alan C.
Published: December 2008

Extensive observational data were gathered in high school classrooms for handicapped and nonhandicapped students in an effort to (a) establish social norms for comparison purposes, and (b) help determine which handicapped students were performing well enough to be integrated with the nonhandicapped students. In Phase 1 of this study, data were gathered on eight behaviors in eight sections of two different classes utilizing 10-second momentary time sampling procedures. Significant difference in two behaviors (reading and listening/participation) were noted between the handicapped and nonhandicapped students. These significant differences reflected a difference in programming between the special education and the regular classes. In Phase 2, data were gathered on individual, handicapped students who were being considered for placement in a regular class. These data were then compared with the data gathered on the nonhandicapped students in Phase 1. The comparisons indicated that one student was performing well enough to be integrated at the present time, but that the other student needed a more intense behavioral program before integration would have a reasonable chance of success. This procedure could help to objectify the decision-making processes local districts follow when considering individual students for LRE moves. This objectification could then lead to fewer unsuccessful placements due to social behavior problems. Suggestions for incorporation of this process at the local level are included.
Microzine, A Computer Magazine
Authors: Furst Miriam
Published: December 2008

Microzine, Scholastic's new software offering, could prove to be a useful tool for helping LD students improve reading comprehension.
Static Postural Stability is Normal in Dyslexic Children
Authors: Brown Brian , Haegerstrom-Portnoy Gunilla , Herron Jeannine , Galin David , Yingling Charles D. , Marcus Marilyn
Published: December 2008

Vestibular dysfunction has been hypothesized to play a role in the genesis of dyslexia. The vestibular system consists of two components; the semi-circular canals, which detect rotational accelerations of the head, and the otoliths, which detect linear accelerations of the head. Postural stability is dependent upon the integrity of the otolith systems, as well as upon cerebellar and spinal function. We report the results of an experiment on 15 dyslexics and 23 carefully matched control subjects, examining their ability to maintain a standing posture with eyes open and closed, and with standard and tandem foot placement. There are no differences between the groups under any of the conditions tested. Further, the groups do not differ in the way in which they use visual information to maintain their posture.
Deficient Eye-Movement Patterns in Achieving High School Students
Authors: Solan Harold A.
Published: December 2008

The purpose of this paper is to provide a theoretical structure to analyze reading efficiency problems in achieving high school students who are also experiencing a visual functional disorder. Three case histories illustrate the efficacy of a treatment program which included both visual training and the improvement of reading efSiciency. The three students shaved signifcant improvement in visual functioning and reading efficiency as measured by eye-movement recordings after a relatively brief period of training. The Iaoa Silent Reading Tests, Level 111, were administered before and after treatment, and gains were noted in two of the three students.
Conservation and Mathematics Achievement in the Learning Disabled Child
Authors: Derr Alice M.
Published: December 2008

This study investigated the development of the cognitive stage of concrete operations, specifically conservation, in learning disabled children who had significant deficits in mathematics achievement.

Twenty-two 9-12 year old learning disabled children with severe mathematics disabilities, and eighteen normal control students with average achievement in mathematics, were given six tests of conservation. Significant group differences appeared which indicated that many learning disabled children have not yet developed the concept of conservation, even in the upper elementary grades. This lag in cognitive development may constrict the ability to understand mathematics instruction as it is often taught today.
Comparison of the Koppitz and Watkins Scoring Systems for the Bender Gestalt Test
Authors: Johnston Cris W. , Lanak Brenda
Published: December 2008

The Bender Gestalt Test was administered to 25 children referred for neuropsychological assessment and scored using the Koppitz system and the Watkins system. Although the scores obtained using the two different sets of criteria were highly correlated, the Watkins rules produced generally better performance. Review of the documentation provided for each scoring system reveals that this appears to be primarily a consequence of the normative populations involved in the standardization of the two scoring methods. Consequently, if a subject misses an equivalent percentage of scorable items for each system, that subject will appear to be performing at a higher level if the standard for interpretation is the Watkins normative data.
Spectral Analysis of EEG Differences Between Children With and Without Learning Disabilities
Authors: Lubar J. F. , Bianchini K. J. , Calhoun W. H. , Lambert E. W. , Brody Z. H. , Shabsin H. S.
Published: December 2008

Power Spectral Fast Fourier analysis of the scalp EEG was obtained from six locations, three left hemisphere and three right hemisphere, in 69 children with learning disabilities without hyperactivity and 34 control children, during baseline and while performing reading, arithmetical and spatial tasks in their schools. Significant EEG power and percent differences for specific frequencies were obtained between groups. The ability to predict attention deficit or control status was high based upon discriminant analysis for these subjects. The possibility for the supplementation of existing psychometrics with a neurometric based on power analysis of the EEG is discussed.
Learning Disabled Readers' Recall as a Function of Distinctive Encoding, Hemisphere Processing and Selective Attention
Authors: Swanson H. Lee , Obrzut John E.
Published: December 2008

This study tested the assumption that learning disabled children have limited word knowledge structures and such limitations influence hemispheric processing. Two competing theoretical accounts were also tested. Learning disabled and nondisabled readers were compared on dichotic listening recall tasks that included semantic, phonemic and structural orienting instructions. Dependent measures were degree of lateralization, free recall, clustering, and selective attention. As expected, recall increases were a function of group, orienting instructions, and level of word processing. Most importantly, the results clearly demonstrated that group recall differences interact with orienting instructions. The ability group differences in dichotic listening were attributed to word knowledge (ability to activate word features congruent with the orienting task) rather than differences in hemispheric capacity or selective attention, per se.
Book Review
Authors: Chandler Harry N.
Published: December 2008

A Guide to Colleges for Learning Disabled Students, Edited by Mary Ann Liscio, Orlando: Academic Press, 1984, 490 pages.

College and the Learning Disabled Student, Charles T. Mangrum & Stephen S. Strichart, New York: Grune and Stratton, Inc., 1984, 209 pages.