bluuebunny/crossref_metadata_2025 huggingface dataset:
The Mental Health of Canadians With Self-Reported Learning Disabilities
Authors: Wilson Alexander M. , Deri Armstrong Catherine , Furrie Adele , Walcot Elizabeth
Published: December 2008

There has been growing concern as to the mental health status of persons with learning disabilities (PWLD). This study examined rates of mental health problems among PWLD aged 15 to 44 years using a large, nationally representative data set. PWLD were more than twice as likely to report high levels of distress, depression, anxiety disorders, suicidal thoughts, visits to mental health professionals, and poorer overall mental health than were persons without disabilities (PWOD). Multivariate regression analyses determined that these significantly higher rates of mental health problems remained for all six measures after controlling for confounding factors including income, education, social support, and physical health. Differences found in the older adult sample (ages 30—44) were even larger than in the adolescent sample (ages 15—21) for suicidal thoughts, depression, and distress. Males with learning disabilities were more likely to report depressive episodes, anxiety disorders, and consultations with health professionals, whereas females with learning disabilities were more likely to report high distress, suicidal thoughts, and poor general mental health relative to PWOD. On balance, learning disabilities were not found to be more detrimental to mental health for one gender or the other.
Adolescent Psychiatry in a Private Danish Institution
Authors: Jorgensen E. , Bangsgard O. , Glad Th.
Published: December 2008

This report, which relates a practical approach to dealing with adolescent boys and men is most unusual. While the majority of the school's population consists of what we here in America would call juvenile delinquents, it is obvious from the multiplicity of problems being met and dealt with that, in the general sense, it might be considered that a large portion of their pupils may have started out as children suffering with some form of learning disorder. Even without viewing individual protocols, the reader must wonder about the statement, “a great part of the pupils are retarded,” and ask if, in some cases, is this true “mental retardation” or a reflection of the handicap of some form of learning disability.—C. C. E.
The Neurological Evaluation of School-Age Children
Authors: Ozer Mark N.
Published: December 2008

The field of learning disabilities is literally forcing many disciplines to re-evaluate present testing and screening instruments. In this abstract, Dr. Ozer is offering a preliminary communication describing an approach that his facility is taking to devise an accurate and prompt neurological examination. It is propitious for the field of learning disabilities that neurology is attempting to measure brain function in terms of rate of learning. The Journal is looking forward to a future report from Dr. Ozer and we would suggest all interested persons make application to him for copies of the forms and instructions that he is using for this evaluation technique.—C. C. E.
Dyslexia and its Clinical Management
Authors: Shedd Charles L.
Published: December 2008

The clinical management of dyslexia is what all research on the subject must eventually be brought to-the theory must be translated into educational practice. This monograph tells us the historical background, the clinical search for a program and curriculum criteria, and results of what was initiated as a limited program for dyslexics and what eventually became an ongoing Alabama public school program.—C. C. E.
The Use of Sodium Pentothal in the Treatment of a School Phobic
Authors: Nice Richard W.
Published: December 2008

This case study details a successfully used technique, But aside from the success of this technique, we were most impressed with the obviously warm feelings expressed toward the child by those involved with her case. This girl did not present a learning disorder. However, oftentimes even though it is possible to remediate a learning problem satisfactorily, the child's emotional stability and school interest can be destroyed in the process. The use of sodium pentothal must, of course, be under M.D. control, and we would assume that the technique would only be recommended in extreme cases and only after other forms of therapy have failed.—C. C. E.
Strictly for Teachers
Authors: Palmer Judith A.
Published: December 2008

The recent publicity awarded the Head Start programme in the United States has done a great deal to shift public attention to preschool education and its problems. Ironically, the effect has been so strong that long established Canadian nursery school and public school programmes have been pushed into the background. This was no more clearly in evidence than at the conference on preschool education held in the fall of 1966 at the Ontario Institute for Studies in Education. The opening speaker's reference to Dr. W. E. Blatz was the only allusion to the Canadian scene. One of the reasons for this rather serious oversight was undoubtedly the fact that while preschool programmes in this country have been in operation for many years, research into the various aspects of the teaching and learning of very young children has been carried out in only a few institutions. The purpose of this article is to describe one such Canadian experiment, its results, and its implications.
A Study of Entry Age and Readiness for First Grade
Authors: Kurtzman Kenneth A.
Published: December 2008

To enter or not enter a child in kindergarten at the legal age is a question that has plagued parents and teachers for many years. Can a chronologically “young” five year old keep up with another child who is considered to be “immature for his age.” It seems we know a great deal about this problem and yet still not enough since the question annually arises.—C.C.E.
Reversals in Language: The Importance of Kinaesthetic Feedback Mechanisms
Authors: Critchley E. M.R.
Published: December 2008

In this paper the orthodox hypotheses relating reversals in language to developmental defects of visuo-spatial or temporal orientation are criticised and greater emphasis is placed upon the accuracy of stimulus perception.
Student Mobility as a Contributing Factor for Psychological Referral
Authors: Nice Richard W.
Published: December 2008

Never in our history have Americans moved their place of residence so freely or so often. Every move means a drastic emotional and educational change for the involved school age child, as well as for his parents.—C.C.E.
Visual Processing Training With the Tachistoscope
Authors: Solan Harold A.
Published: December 2008

Diagnostic testing in kindergarten and the primary grades of children who are experiencing learning disabilities has revealed certain consistent perceptual deficiencies. Among these are poor figure ground relationships, poorly developed perceptual form constancy, inadequate spatial and directional relationships, immature visual motor development and finally, poor short term visual memory as measured with a tachistoscope. It is the purpose of this paper to establish a set of expected tachistoscopic responses using three digits at 0.1 and 0.01 seconds for children in the sixth month of grade one whose average age is six years, five months. Using a sample of 250 children, the mean, the median scores and a percentile scale have been developed so that a child in grades one, two or three who is experiencing a perceptual deficit can be compared to the grade one child. The coefficient of correlations between success in reading and tachistoscopic response at each speed has been calculated.
Programming for Children with Learning Disabilities
Authors: Christoplos Florence
Published: December 2008

Use of programming in the schools eventually may eliminate a current dichotomy between “regular” and “special” education. By instituting a defined set of goals and standards, the teaching can proceed by a subtle gradient to proficiency. Goals are stated clearly before the program is begun, and likewise progress can be evaluated. Teaching, while it is directed toward a common end, becomes individualized and, at the same time, contributes a much needed increase in the efficient use of time and personnel.
The Effect of Verbal Labelling on Visual Motor Performance
Authors: Zach Lillian , Kaufman Judith
Published: December 2008

Kindergarten children from a negro slum school and a white middle-to-high income suburban school were administered the Bender Visual Motor Gestalt Test (BVMGT). Perceptual Scores, determined by the Koppitz Scale, demonstrated that more Negro children were poorer in visual-motor performance than White children. The Test was administered three weeks later to all S's in order to evaluate the effect of verbal labelling and experience on test performance. Half of the subjects in each group were required to describe the Bender Cards before copying them in order to elicit verbal labelling. The other half performed a repetition of the test to control for factors of familiarity and experience. Results indicated that a second administration of the test eliminated previous differences between the Negro and White S's for both conditions of retesting.
An Investigation of the Effectiveness of Resource Rooms for Children with Specific Learning Disablities
Authors: Weiner Lawrence H.
Published: December 2008

Children screened for presence of neurological impairment were placed in a resource room structure to attempt to alleviate their learning disability. Four teachers constituting four separate approaches and methods were utilized on a tutorial basis so as to emphasize the program structure and not, particularly, the specific techniques. Children were evaluated in reading, spelling, arithmetic, visuo-motor perception and self-perception/body image on a test-retest basis. Favorable significant differences in performance were found in body image/self-perception skills. Thus, the conclusion was drawn that a resource room tutorial plan, without regard to methodology, is an effective and economical means of working with the learning-disabled child.
Sex as a Predictor Variable for Success in First Grade Reading Achievement*
Authors: Hirst Wilma E.
Published: December 2008

Channels of learning for beginning readers appear to require different measuring instruments for males and females. Prediction of first grade reading success may be made if there is an estimate of (1) an intersensory (auditory-visual) symbolic function, (2) an intrasensory perceptual function and (3) a visuo-motor task that stresses intrasensory imagery. Though comparable skills for the sexes seem to be tapped and in the same order, different measures are necessary to do the tapping.
Confusion in Laterality: A Validity Study with Bright and Dull Children
Authors: Rice James A.
Published: December 2008

An analysis of laterality confusion with bright (grades K – 3) and age-to-grade matched educable mental retardates suggests that (1) confusion is related principally to chronological age, and broadly, to intelligence, (2) rate of decline in laterality confusion is not different for the two groups, and (3) measures of language and achievement are only moderately related to laterality confusion—reading in particular, is not.
Delacato Training for Reading Achievement and Visual-Motor Integration
Authors: O'Donnell Patrick A. , Eisenson Jon
Published: December 2008

The investigation reported here was an attempt to determine the effects of a motor training program on the reading achievement and visual-motor integration of disabled readers with crossed or uncertain lateral expression. Some empirical verification of the usefulness of this program would be helpful to educators who must make curricular decisions regarding appropriate remediation.
Complimentary Roles of the Pediatrician and Educator in School Planning for Handicapped Children
Authors: Clemmens Raymond L. , Davis Jerome
Published: December 2008

It seems obvious that effective communication and coordination between pediatricians and educators would be desirable in understanding and meeting the needs of handicapped and atypical children. Yet there are significant difficulties involved in achieving this. Each discipline may have little awareness of the role, potential contributions and limitations faced by their counterparts. Between the extremes of unrealistic and idealized expectations on the one hand and disdain and total lack of communication on the other, there can be a middle ground wherein these disciplines can effectively complement each other.
Teacher Effectiveness for Children with Learning Disorders
Authors: Rappaport Sheldon R. , McNary Shirley R.
Published: December 2008

To be of real help to children with learning disorders, the teacher requires personality attributes, training, and function very different than the archetype. To select a teacher who has the desired personality attributes, to provide the proper training for that teacher, and to afford that teacher the opportunity for optimal success in habilitating those children requires a change in concepts on the part of the university and public school administrators.
Toward a Taxonomy of Curricular Experiences
Authors: Bolen John E.
Published: December 2008

This theoretical framework provides some guidelines for classroom teachers in developing systematic instructional sequences to accommodate learning differences. Instruction can thus begin immediately and teaching does not depend on the child attaining a particular level of development for which the traditional curriculum is designed. The objective of such sequences is to match each child's capabilities with an instructional mode which will allow him to assimilate information. Each child regardless of his developmental status would be working toward the acquisition of similar skills and understandings.
Frequency of Adoption in Children with the Nuerological Learning Disability Sindroms
Authors: Silver Larry B.
Published: December 2008

statistical study of 80 children with the A neurological learning disability syndrome(minimal brain damage) revealed that the incidence of adoption in this group was almost four times that expected in an equivalent, but normal population. Sixty percent (six children) had been adopted through a private agency; 30 percent (three children) had been adopted through a state agency; and 10 percent (one child) had been adopted through private negotiations. Because adoption agency personnel were not able to release information on the preadoption history of the children, only speculation on the significance of this observation is included in this report.
Diagnosing Learning Difficulties
Authors: Wedell Klaus
Published: December 2008

There has recently been considerable comment on the inadequacy of the psychological assessment of children with learning difficulties. It has been pointed out that the information yielded by these assessments is often neither sufficiently relevant nor sufficiently detailed to be of use to those concerned with the day-today management of children. A diagnostic strategy is proposed which may enable the psychologist better to use his time to obtain the information needed. Diagnosis is presented as an ongoing process of hypothesis verification. Some of the problems involved in this strategy are discussed.
Language Abilities of Children with Differing Socioeconomic Backgrounds
Authors: Howard Marshall J. , Hoops H. Ray , McKinnon Archie J.
Published: December 2008

This study investigated the effect of socioeconomic status upon selected oral communication skills of 198 children.

Four subtests of the Illinois Test of Psycholinguistic Abilities and a portion of the Pre-School Inventory were administered to all subjects on an individual basis. The results showed that children from higher socio-economic backgrounds were more competent in certain areas investigated than were lower status children.

The results obtained also indicated the test instruments employed tended to be sensitive to socio-economic status and distorted measurement of actual linguistic skill.
Overt Behavior Variables in Educationally Handicapped Children, by Higher IQ and Lower IQ
Authors: Begley Jon C.
Published: December 2008

Ninety-six learning disabled children were evaluated by their teachers using the Burks Behavior Rating Scales. Educationally handicapped children with low IQ (80-89) show more immaturity, more hostile-aggressive traits, and more neurotic traits than educationally handicapped children with higher IQ (105-125). Implications of the findings for classroom treatment of these types of children are discussed.
An Evaluation of Resource Rooms for Children with Learning Disabilities
Authors: Sabatino David A.
Published: December 2008

This stydy explores the use of resource rooms as instructional centers for children with learing disabilities, and compares them to a selfcontained special class. The results of this study showed that some children with learning disabilities need the total teaching structure provided by a full day's work in a special class. However, the majority of children with learning disabilities in this study achieved as well with daily visits of short duration to resource rooms as a matched group in special classes.
Academic Achievement and Minimal Brain Dysfunction
Authors: Edwards R. Philip , Alley Gordon R. , Snider William
Published: December 2008

To investigate a possible predictive relationship between a diagnosis of minimal brain dysfunction (MBD) and the child's academic achievement, the following comparisons were made: (1) Positive neurological and/or visual motor findings (MBD), versus (vs.) negative neurological and visual motor findings (NORMAL); (2) Positive neurological (N+) vs. negative neurological (N-) findings; (3) Positive visual motor (VM+) vs. negative visual motor (VM-) findings; (4) N+ and VM+ vs. NORMAL; (5) N- and VM+ vs. NORMAL; (6) N+ and VM- vs. NORMAL; (7) N+ and VM+ vs. N+ and VM+. The subjects within each comparison were matched by IQ and chronological age. The dependent variables were grade level scores in word recognition, arithmetic, and spelling as measured by the Wide Range Achievement Test. Analysis of variance performed computed for each comparison failed to reveal significant differences. The results provide no evidence that a diagnosis of minimal brain dysfunction based on a pediatric neurological evaluation and/or visualmotor impairment as measured by the Bender-Gestalt, is a useful predictor of academic achievement.
An Investigation of Intelligence as a Causal Factor in Reading Problems
Authors: Black F. William
Published: December 2008

To investigate the effect of intelligence on the level of reading achievement of elementary school children with significant reading problems, 100 consecutive referrals to the psychology department of the Kennedy Memorial Hospital were evaluated psychometrically. The statistical procedures used indicated a lack of significant effect of intelligence on level of reading retardation within this sample of children. The study suggests that factors other than WISC Full Scale intelligence must play a significant role in reading problems.
Program Evaluation
Authors: Proger Barton B.
Published: December 2008

New state laws pertaining to “accountability” in education increase the importance of good program evaluation. A critical review of the literature is presented that distinguishes formal evaluation of a learning disabilities program as a whole from diagnostic evaluation of an individual child. The value of total program evaluation for making more scientifically-based decisions in future programming is demonstrated. Formal program evaluation is viewed on three levels: (1) evaluation of specific programs run by a local educational agency; (2) evaluation of programs across a whole state; and (3) evaluation of programs nation-wide. Several general models for program evaluation are described and criticized. The view is advanced that fewer models should be built in the future and that more agencies should be formed which offer help in devising custom-made program evaluation schemes for ongoing learning disabilities programs.
Malnutrition As A Possible Contributing Factor to Learning Disabilities
Authors: Thompson Harriet Lieber
Published: December 2008

Today's consumer is becoming a “label-reader.” Housewives and mothers cannot take for granted that a food that is tasty and easy to prepare is also nutritious. They are clamoring for better information on foods provided for their growing families. Research in nutrition and the effects of particular protein and vitamin deficiencies on brain development and function demonstrate a real cause for concern. Of particular importance is adequate nutritional balance during the prenatal months and the first four years of life. More research, information and practical suggestions are needed for parents and for people who work with children. Nutritional counseling is needed for feeding all children, and especially the special child.
Reading Disability and Remedial Gain
Authors: Maginnis George H.
Published: December 2008

This study tested the hypothesis that students who have the greatest reading disabilities (reading levels that are farthest below expectancy levels) will gain most in a remedial program. Rank order correlations were computed between extent of reading disability and gains made by individuals in a tutoring program at the University of Mississippi Reading Services Center. Gain was computed by five different methods. The findings were: (1) different students gained most when different methods of computing gain were used, and (2) no significant relationship existed between extent of reading disability and gain. This finding held true for all five methods of computing gain.
Parent-Child Relationships
Authors: Bryant John E.
Published: December 2008

This paper explores the three parent-child relationships most frequently observed in a clinical setting: acceptance, rejection, and compensation. An attempt is made to show how compensation, which manifests itself out of a combination of acceptance and rejection of the child and his problem, impedes habilitation and rehabilitation. Several suggestions are given regarding early counseling of parents of the handicapped.
The Beery Developmental Test of Visual-Motor Integration: An Investigation of Reliability
Authors: Ryckman David B. , Rentfrow Robert K.
Published: December 2008

The Beery Developmental Test of Visual-Motor Integration was used in a reliability study with elementary school children. The results indicate sufficient scorer reliability and stability to merit its use with young children.
A New Dimension in the Assessment of Speech Sound Discrimination
Authors: Goldman Ronald , Fristoe Macalyne W. , Woodcock Richard W.
Published: December 2008

Discussed here is a newly developed test which allows the evaluation of speech sound discrimination ability while miminizing the influence of variables such as abstractness of materials or familiarity with the vocabulary and illustrations used. This new procedure represents more closely the type of speech sound discrimination tasks to which a child or adult is subjected daily, in both quiet and noisy environments. The Goldman-Fristoe-Woodcock Test of Auditory Discrimination is a pictorial test designed to utilize both immediate and past experience in testing discrimination abilities. Suitable for a wide range of subjects, the test can be used to study normal development and to seek etiological and contributory factors in disabilities in speech, language, reading and learning.
Identification of Potential Learning Disorders
Authors: Buktenica Norman A.
Published: December 2008

Consideration is given to the merits of group testing, especially as related to identifying auditory and visual perceptual problems. Group screening is discussed and broadly interpreted to include formal testing, observational procedures, and teacher observation. Screening procedures are approached in the context of epidemiology, early identification, early intervention, and prevention. Limitations and disadvantages of screening are presented, including considerations of reliability, observational and qualitative data, variability of administrative procedures, and information on individual children. Given the limitations, it is concluded that: (1) group assessment procedures are needed to work toward prevention, (2) description of learning characteristics is feasible with group screening instruments, and (3) it is necessary to match learning characteristics of children with instructional methods.
A Neglected Aspect of Learning Disabilities
Authors: Wasserman Edward , Asch Harvey , Snyder Elkan E.
Published: December 2008

All children have energy for use in learning. Some play it out frenetically; others hold back or are unable to release it. This program suggests that energy level output is significant in the way children learn and that an effective program of remediation must accommodate itself to these differences.
Use of a Teacher Rating Scale
Authors: Bryan Tanis Schwartz , McGrady Harold J.
Published: December 2008

A study of the Pupil Behavior Rating Scale (PBRS) was made to determine its factor structure and to determine its utility for screening children at the elementary school level to identify potential learning disabilities. An analysis of teacher ratings of 183 boys identified as having learning problems and 176 normal learners indicated that teachers consistently rate the problem learners lower on each area of the scale. The factor structure of the scale, however, resulted in four rather than the designated five independent categories of behavior. The scale's validity was evaluated by comparing two groups of children identified on the basis of the PBRS, together with reading and WISC vocabulary scores. The learning disabled group scored significantly lower than the children on each measure. It was concluded that the PBRS provides an efficient and economical measure for screening purposes. However, further study of the validity and of the basis upon which teachers make such discriminations is necessary.
Minimal Organicity in Children of Normal Intelligence
Authors: Klatskin Ethelyn H. , McNamara Nancy E. , Shaffer David , Pincus Jonathan H.
Published: December 2008

The present study was designed to determine whether a diagnosis of minimal organicity based on psychological tests would correlate with a diagnosis based on minor neurological signs, and whether psychological test patterns would discriminate between children identified as minimally damaged and those not identified. Fifty subjects, age 7 to 12 years, of average intelligence and without central nervous system pathology, were examined. The WISC and Bender Gestalt were administered by a psychologist, and the children were examined by a neurologist. Agreement was found between the psychological and neurological examinations in 43 cases. On the WISC, subjects identified as minimally damaged did less well on the Coding subtest and on a Perceptual Organization factor. In 21 out of 25 cases, their Bender age (Koppitz norms) was one year or more below their chronological age, as compared with 7 out of 25 in the normal group.
Optometric Vision Therapy
Authors: Swanson William L.
Published: December 2008

Records of 100 consecutive cases of learning disorders which were treated in my practice by optometric vision therapy were examined for 46 different items of interest. Following are some of the questions for which answers were sought: What is the precentage of treatment success? How many were far-sighted? How many were near-sighted? How many had astigmatism? How many had dyslexia? What were the ages? Significant improvement in learning ability was recorded in over 90 percent of the cases. The statistics also revealed the inadequacy of the Snellen Chart for testing the vision of a person with learning disorders.
Improving Academic Scoresthrough Sensory Integration
Authors: Ayres A. Jean
Published: December 2008

A group of learning disabled children, matched with a control group for degree and type of sensory integratiie dysfunction, showed greater gains than the control group on academic tests after an intervention program designed to enhance sensory integration. Children with auditory-language problems but without other evident perceptual-motor involvement made significant gains, as did those with more generalized problems. The remedial program, based on understanding how the brain integrates sensations, stressed controlled vestibular and somatosensory stimulation and normalizing brain-stem sensory and motor mechanlsms. Language ws employed for communication purposes only and not as part of the remedial program.
Some Cautions on the Use of the Frostig Test
Authors: Smith Philip , Marx Ronald W.
Published: December 2008

Evidence to date suggests that the Frostig test may measure fewer than five discrete aspects of perception, and its use as a diagnostic instrument for planning educational remediation and as a predictor of reading achievement has been questioned. Yet it is still widely used for these purposes in school and clinical settings. The Frostig, WISC, and a reading achievement measure were administered to a sample of 43 elementary school children referred for educational assessment, and the results were factor analyzed. The findings suggest that the Frostig test measures a single general factor of perceptual organization which is weakly related to IQ and unrelated to reading ability. The nature of the test norms above age eight and a negative relationship between age and test scores also affect certain uses of the test.
Some Issues Facing the Field of Learning Disability
Authors: Cruickshank William M.
Published: December 2008

The author, who for more than three decades has been associated with the field presently called “learning disabilities,” examines some of the issues coincident to its unprecendented rapid growth. The field is seen as complex and confused both from the point of view of theory and personnel. Among numerous problems relating to an appropriate conceptualization of the field, three are selected for emphasis: (1) failure to adequately operationally define “learning disability”; (2) the lack of qualified college professors, and, in the absence of quality personnel, the lack of quality programs for children and parent involvement; (3) the threat of class action suits reminiscent of those which are current in the education of retarded children. In combination, these three factors constitute significant hurdles to the education essential for children with specific learning disabilities.
Genetics of Learning Disabilities
Authors: Rossi Albert O.
Published: December 2008

A large group of children suffering from difficulties in learning appear to do so on the basis of a constitutional genetic neurochemical dysfunction. Every emotionally disturbed or behavior problem children or slow learner should be examined for the soft neurological signs that reflect a developmental lag of the cerebellar-ARAS pathways. In my clinical experience 80 percent of such children have dysdiadochokinesis, which on continuation, augments seizure activity of the Purkinje cells of the cerebellar cortex. This activity is caused by a deficiency of GABA (an inhibitory chemical transducer) which is genetically endowed. Remedial programming and special education efforts can indeed be rewarding if this chemical deficiency is repaired via chemotherapy. Aside from those children with a biochemical basis for learning disability, there is a small group of children with intact neurological equipment who present a picture of psychogenic learning impediment. The importance of psychological factors in learning or reading disabilities should be reconsidered in light of the present knowledge of the neurophysiological correlates of learning and memory (early negative conditioning; oppositionalism; intolerance for anxiety; threat to omnipotence; fear of learning; negative symbolic associations to specific items; deflection of attention by intrapsychic conflict; retardation of secondary process thinking; lack of motivation). Children with emotional disorders are almost always markedly deficient in the necessary skills and requisite knowledge commensurate with their ages and will not automatically catch up as a result of therapeutic intervention alone. The neurochcmically impaired slow learner improves readily with GABA-enhanciny chemotherapy and maintains the improvement beyond the conclusion of a six-months' course.
The Effect of Forced Mediation Upon Short-Term Memory of Children with Learning Disabilities
Authors: Byran Tanis Schwartz
Published: December 2008

This study focused upon the effect of instructions (forced rehearsal, voluntary rehearsal, and attention) upon the learning of 15 words presented either visually by slides or aurally by tape to learning disabled and normal children. Results were that the performance of learning disabled children was significantly poorer under the auditory and visual presentations irrespective of instructions. The auditory presentation was more difficult for both groups than the visual presentation. An unobtrusive measure of self-esteem did not discriminate the two groups of children. Results are discussed in terms of the development of learning strategies and the problem of measurement of self-esteem in learning disabled children.
Instructional Materials Available for Learning Disabled Children
Authors: Litton Freddie W.
Published: December 2008

The paper this month strikes an heartening note for all those who work to remediate learning disability children. The author, Freddie Litton, documents the greatly increased number and variety of materials available in very recent years. Readers will also find the list of publishers addresses useful for direct ordering.

Remember though that the wise teacher purchases materials only for the specific objective for which they are designed. Use block designs and form boards only for training spatial relationship skills — not to teach reading. Too often we are led to believe that equipment or programs created for one purpose will have powerful educational spinoffs in other areas.
Factor Analysis of the Revised ITPA with Underachieving Children
Authors: Burns Gary W. , Watson Billy L.
Published: December 2008

This research attempted to determine whether factor analysis of the 12 ITPA subtest scores earned by 90 underachieving children would support the dimensions of psycholinguistic processes, levels of organization, and channels of communication as described in the clinical model of the instrument. Five factors emerged from the analysis. There was no support for the processes of reception and association, but expression was substantially upheld. Neither automatic nor representational levels of organization emerged as separate entities. Two of the five factors were largely visual-motor and three were auditory-vocal, giving considerable support to the dimension of channels of communication. These findings do not support the notion of 10 single abilities and therefore have definite implications for intervention and remediation programs based on ITPA subtest profiles.
Research Needs in Learning Disabilities: A Neurologist's Point of View
Authors: Denckla Martha Bridge
Published: December 2008

If neurologists are to contribute to research on learning disabilities, they must detect patterns of asymmetry and discrepancy which are subtle deviations from developmental norms. This implies quantitation of observations, for which the term “neurometrics” is coined. The methodology of tests and measurements of human behaviors must be learned from psychology; the “hunches” as to what to measure and the interpretation of clusters of results come from the neurological background. Some promising results and some inherent problems of “neurometrics” are discussed.
Programs, Materials and Techniques
Authors: Bannatyne Alex
Published: December 2008

Secrets is a very unusual program. It supplies children with a kind of do-it-yourself kit of cassettes and diary (or log book) for personal development. It comes in two versions, individual or class. My own daughter Kate, aged nine years going on ten, thinks it's great.

Primer for Perception is an excellent idea book by Beatrice Goldizer which can provide learning disability teachers with many detailed lesson plans. The exercises combine sound educational sense with good motivation.

Structured Dramatics is a book I am keeping close at hand in our own school. We have always been enthusiastic about plays, film-making and dramatics but this account from the Kaliski school has inspired in us new attempts for the coming school year. Following in natural sequence is Shirley Linn's Teaching Phonics with Finger Puppets. With one puppet representing each phoneme, the children rapidly learn to identify and discriminate them in a relatively painless way. Much useful teaching advice is also contained in this little book. Victoria Sperry has neatly summarized a wealth of teaching material in her book, A Language Approach to Learning Disabilities. Moreover, I am most impressed with her organization of the material within such a logical psycholinguistic format. A natural complement to the above books is the Phonic Word Builder, a list of 3000 categorized words. This booklet will be most useful for creating lessons in a true developmental sequence. I have also commented on several books of teaching ideas from the Love Publishing Company. Note that all the above books are very modestly priced. Psychologists and some teachers will be interested in the Test of Concept Utilization and its manual, The Development of Concepts. I have reviewed the research which the authors carried out with learning disability children. The results are intriguing and may spur other researchers to extend the work in this field.
Neurological Dysfunction and Reading Disorders
Authors: Black F. William
Published: December 2008

Intellectual functioning, visual perception, and academic achievement were investigated in two samples of children with significant reading disorders. One sample also showed demonstrable neurological abnormalities, while the second sample demonstrated no such abnormalities. The two samples differed significantly only on the visual-perceptual variable, suggesting more cognitive similarity than dissimilarity between the two groups. When the neurologically impaired sample was differentiated as to right- or left-side impairment, the right-sided sample performed significantly less adequately on the variables of WlSC Performance Scale IQ and Frostig PQ, while the left-sided sample performed significantly less adequately on the WISC Verbal Scale IQ, WRAT Reading, and WRA T Spelling. The implications of labeling a child as neurologically impaired are discussed.
The Mutual Storytelling Technique in the Treatment of Psychogenic Problems Secondary to Minimal Brain Dysfunction
Authors: Gardner Richard A.
Published: December 2008

The Mutual Storytelling Technique is described. In this method, a self-created story is elicited from the child. The therapist (who should be experienced in psychodynamic theory and interpretation) then surmises its psychodynamic meaning and creates a story of his own, using the same characters in a similar setting but introducing healthier adaptations than those revealed in the child's story. Such allegorical communications are generally received with less anxiety than messages presented in an undisguised form. The author describes how this method can be helpful in the treatment of the purely psychogenic problems that are often superimposed on the primary neurophysiological difficulties that children with minimal brain dysfunction exhibit. Verbatim case material is presented.
Saccades as Related to Reading Disorders
Authors: Griffin Donald C. , Walton Howard N. , Ives Vera
Published: December 2008

A group of inadequate readers was compared with adequate readers on measures of saccadic eye movements. Saccades are discussed as a possible contributing cause of reading problems rather than the traditional view that they are primarily or solely the result of reading experience. Nonreading as well as reading materials and tasks were used. On all nonreading and reading materials the inadequate readers tended to make more regressions and fewer forward fixations. The inadequate readers were heterogeneous; two subgroups involving micro-sequencing evolved. Implications and procedures for saccadic diagnosis are discussed.
What Does ‘Mainstreaming’ Mean?
Authors: Roger Roger
Published: December 2008

The application of the mainstreaming concept does not mean that all handicapped children have to be placed in classes with nonhandi-capped students. A realistic and flexible appli-cation of the concept is discussed.
Using Direct and Daily Measures To Increase Learning
Authors: Jenkins Joseph R. , Mayhall William F. , Peschkxa Corinne , Townsend Verlinda
Published: December 2008

Direct and daily meaurement of students' performance has been used as a dependent variable in the evaluation of educational programs, methods and materials. In the present study these measures were employed as an independent variable to determine their effects on learning. In one condition a resource teacher had access to these measures; in another condition these measures were not available. Learning disabled children increased their rate of word recognition significantly more when these measures were available.
Scheduling Daily or Less-Than-Daily Instruction
Authors: Mayhall William F. , Jenkins Joseph R.
Published: December 2008

Two experiments were conducted to study the effects of varying the frequency of instruction. Children referred to a special education resource room were scheduled to receive instruction either daily or twice weekly. Total instructional time was equivalent for each schedule. In one experiment, children were taught to recognize words from a beginning reading program; in the second, children learned math facts. In both instances, superior performance was exhibited under the daily schedule. Implications of this finding for the organization of resource teacher programs are discussed.
The Effects of Caffeine on Hyperactive Children
Authors: Firestone Philip , Poitras-Wright Hélène , Douglas Virginia
Published: December 2008

The effects of a two-week regimen of caffeine on the behavior of hyperactive children were investigated. The double-blind study involved a crossover design and required each subject to be on caffeine and placebo for a period of two weeks. During this time, psychological, physiological, and behavioral observations were made. Caffeine did not significantly improve reaction times and psychological test scores. However, impulsivity and general behavior as measured by parent and teacher rating scales showed some significant improvements due to caffeine.
Association of Motor Impairment with Various Types of Behavior Disturbance
Authors: Stott Denis H.
Published: December 2008

The incidence of behavior disturbance among school-aged pupils was surveyed to explore the relationship of motor impairment to the core syndromes of disturbed behavior as identified by the Bristol Social Adjustment Guides. No excess of motor impairment was observed with the underreactive types of maladjustment. Among the overreactive types, Inconsequence, the failure to monitor the consequences of actions, showed a strong concordance with motor impairment. The relation of this finding to the Strauss syndrome and its implications for assessment of learning disabled and behavior disturbed children are discussed.
Setting Goals and Objectives for LD Children
Authors: Gallistel Elizabeth R.
Published: December 2008

This paper presents practical assistance in implementing an individualized education program. The two-track process requires setting both grade-level goals (norm-referenced goals) and task goals. The purpose of setting two kinds of goals is to equate the specific tasks that the child needs to master to grade-level scores. The rationale for the process is presented along with suggestions for setting goals in academic subjects, content subjects, oral language, motor development, and social behavioral development.
A Look at Some Important Factors in Assessing Readiness for School
Authors: Gredler Gilbert R.
Published: December 2008

Previous articles in the Journal cited by the author have argued that some children either have insufficient intelligence or lack readiness for first-grade work, despite an appropriate chronological age. Retainment or delayed entry have been suggested as remedies. Gredler presents arguments and supporting data which seriously question these otherwise reasonable assertions. Those concerned at this time of year with decisions of retainment or delayed entry should find this article thought-provoking. — G.M.S.

There has been an increased interest in the learning disabled child and the need for sophisticated diagnosis and remediation. However, many still believe that manipulation of the entrance age to school and grade retention will solve the problems of children retarded in reading. The efficacy of these approaches is analyzed. There is a need to examine the excessively high failure rate found in the primary grades and reconceptualize the factors involved in such failure.
Using the Family School in the Treatment of Learning Disabilities
Authors: Friedman Robert
Published: December 2008

The premises of this paper are that the family is a school, that the family school plays a significant and often decisive part in the etiology of a learning disability, that children do what parents expect of them, and that parents are primary agents of positive change in the treatment process.
A Comparison of the Effects of Reinforcement and Response Cost on the Selective Attention of Learning Disabled Children
Authors: Hallahan Daniel P. , Tarver Sara G. , Kauffman James M. , Graybeal N. Lynn
Published: December 2008

This experiment, like others in a series by the present authors, examines attentional processes in learning disabled youngsters. This particular study is controversial in that it proposes that learning disabled children may be capable of better verbal learning than they demonstrate — they simply fail to produce, though they allegedly possess the capability. Comments regarding this “production deficiency hypothesis” are invited. — G.M.S.

To investigate the effects of reinforcement and response cost on the selective attention and verbal rehearsal performance of learning disabled children, a modified version of Hagen's Central-Incidental task was administered to 48 children enrolled in a private residential school for children with learning disabilities. A reinforcement condition facilitated both selective attention and verbal rehearsal (as measured by primacy effect), but a response cost condition did not. The results were discussed in relation to a “production deficiency” in learning disabled children.
The Neuropsychology of Reading Disorders, Part I
Authors: Gaddes Wiliiam H.
Published: December 2008

This is a detailed and critical review of the book, The Neuropsychology of Learning Disorders, edited by R. M. Knights and D.J. Bakker and published in 1976 by University Park Press. Each chapter represents an original paper presented at the first International NATO Conference on Learning Disabilities held in 1975 in Kørsor, Denmark. The papers, presented by researchers from both Europe and North America, cover problem areas of epidemiology, physiological and biochemical correlates, genetic and maturational variables, and some research models. A concluding chapter by Spreen provides an evaluative summary of the knowledge of the field as reflected by the presented papers and the essential aspects of it which were omitted.
Cognitive Deficits in Reading Comprehension (A Call for Research)
Authors: Miller Maurice , Brecht Richard D. , Richey D. Dean
Published: December 2008

To identify cognitive process concomitants of reading comprehension, a Structure of Intellect (SOI) interpretation is proposed. The SOI categories in WISC subtests are described, and literature describing WISC subtests discriminating disabled readers is reviewed. Conclusions include a call for research for SOI concomitants of reading comprehension deficits.