bluuebunny/crossref_metadata_2025 huggingface dataset:
Strategic Behaviors in Selecting Retrieval Cues in Gifted, Normal Achieving and Learning-Disabled Children
Authors: L. Wong Bernice Y.
Published: December 2008

This study investigated organized strategies and self-checking behaviors in selecting retrieval cues in gifted, normal-achieving and learning disabled children. The results indicated that compared to the others, LD children lacked self-checking skills. Moreover, they were less exhaustive than the others in their selective search of retrieval cues. However, they did use some form of organized strategy in selecting the retrieval cues. Such organized strategy appears to be less efficient than that of gifted children. Additionally, unlike the gifted, both normal-achieving and LD children failed to choose retrieval cues of maximal use in aiding recall. The results also indicated that prior recall of the story resulted in all children choosing more items of most thematic importance. Generally, the results were taken to support Torgesen's conceptualization of LD children as inactive learners.
Some Considerations of Planning the Integration of Handicapped Children into the Mainstream
Authors: Hundert Joel
Published: December 2008

The integration of handicapped children into the mainstream of education often is seen as a question of administrative placement. As a result, educational issues critical to successful integration may not be thoroughly explored nor their solutions carefully planned. Without specific plans, a handicapped child may not be ready to integrate, nor the receiving teacher willing or able to accommodate the child. Some of these issues are presented in this paper along with consideration of directions for their solution. Specifically, they are (a) selecting likely candidates for integration, (b) planning what to teach in the special education class to prepare the child to integrate, (c) planning how to teach this content, (d) assessing the readiness of a child to integrate, (e) changing the attitudes of the receiving teacher, (f) providing support services, and (g) making a smooth transition To assess a child's readiness to integrate, a “competency-based assessment” is described. Here, the standards of a particular regular class are measured and the handicapped child's competencies are compared to these standards.
“Stuck” on Deno's Cascade
Authors: Merulla Em , McKinnon Archie
Published: December 2008

This article calls attention to the fact that one of the ironies of Public Law 94--142 is the constraining effect of the regulations developed to implement the law. These regulations weigh against the flexibility of educational programming needed to meet the individual needs of handicapped children. A number of programs---and one in particular, a combination resource room and self-contained class---are described as alternatives to strict adherence to the Deno Cascade model. We need more flexibility in order to truly implement the least restrictive environment concept.
Cognitive Styles and Learning Disabilities
Authors: Blackman Sheldon , Goldstein Kenneth M.
Published: December 2008

Research is reviewed relating the cognitive style dimensions of field dependence and reflection-impulsivity to underachievement, process deficits (minimal brain dysfunction), and hyperactivity. In general, field independence and a reflective cognitive style are associated with better performance. The importance of modifying the learner's cognitive style and matching the learning environment to the learner's cognitive style also are examined.
Memory for Stories in Learning Disabled Adults
Authors: Worden Patricia E. , Malmgren Irene , Gabourie Penny
Published: December 2008

Memory for narrative materials in learning disabled adults was assessed using stories constructed according to Mandler and Johnson's (1977) story grammar. Experiment I showed that LD adults and normal third graders recalled significantly less than university adults; sixth graders and community college adults were intermediate. The pattern of recall of story nodes, however, did not suggest a structural-organizational deficit in long-term memory, and there were no qualitative differences between the LD group and other groups. In experiment II a repetition group read the stimulus stories three trials successively. A construction group received a brief explanation of the story grammar after which subjects actively constructed the stimulus stories. Contrary to expectations, training in structural analysis did not strengthen the links among individual story elements; the construction group performed as poorly as a standard single-presentation group. Simple repetition, on the other hand, was extremely effective for improving story recall. The results of the two experiments were discussed in the context of proposed short-term memory encoding limitations in learning disabilities.
How Learning Disabled Student's Failure to Attend to Suffixes Affects Their Oral Reading Performance
Authors: Henderson Anne J. , Shores Richard E.
Published: December 2008

This research trained learning disabled students to attend to suffixes (-ed, -ing) and examined the resulting effects on their oral reading performance.

The study indicated that oral reading performance improved when children were trained to correctly read -ed and -ing verb endings. Implications of the research for classroom reading instruction were as follows: (a) pinpointing individual errors was useful in teaching LD children: (b) providing a structured format for teaching the suffixes was effective; and (c) LD students' oral reading performance improved significantly after this instruction. The translation of the teaching methods into classroom practice also are discussed.
Labelling and Recall in Learning Disabled Students
Authors: Lewis Rena B. , Kass Corrine E.
Published: December 2008

According to Kass (1977), students with learning disabilities may show labelling deficits due to difficulty in control of sensory input, rehearsal, and short-term memory. In this study 44 learning disabled and 44 average students labelled objects and pictures, recalled their own language labels, and re-labelled common objects. The LD students produced and recalled as many labels as the controls. However, the performance of the LD students was characterized by the use of inappropriate labels. Students with learning disabilities were found to be qualitatively rather than quantitatively different from controls in language and memory. The authors suggest that LD students may show a deficit in hyperexcitability rather than in memory.
Impact of Motivation on Task Performance of Children with and without Psychoeducational Problems
Authors: Adelman Howard S. , Chaney Lee A.
Published: December 2008

Two studies focusing on differential effects of strategies to enhance motivation are reported. One study included 59 nonproblem elementary-age children; the other involved 77 students (7 to 16 years of age) with learning and behavior problems. In both studies a brief intervention designed to increase motivation was implemented prior to a second administration of a coding task. As predicted, nonproblem students did not improve to a greater degree than those in practice and volunteer control groups. In contrast, problem students showed a significant increment in performance following the motivational manipulation. Results are interpreted as indicating (a) that brief strategies to enhance motivation can improve performance of problem students, (b) that the effect of any such strategy is directly related to both its potency and the degree to which initial motivation to perform is diminished, and (c) that problem students often may be performing significantly below current capability.
Meeting the Needs of a Child with Mild Learning Problems
Authors: Gilhool Nancy , Ginn Ruth
Published: December 2008

The diagnostic-prescriptive teacher program is an organizational model designed to provide help within the regular classroom for children with mild learning problems. The key to the program is the diagnostic-prescriptive teacher, a school-based specialist who combines diagnostic and consultative work in assisting the regular classroom teacher. The article outlines the rationale and distinctive characteristics of the program and describes in detail the procedures used. The program is compared with other models currently used to provide services to children with mild learning difficulties.
Nutrition and Language-Learning Development in Preschool Programs for Children with Learning Disabilities
Authors: Adler Sol
Published: December 2008

The nutritional program used at the Pediatric Language Laboratory—A Day Care Center for children with language-learning disabilities is discussed. Some “do's'' and “don'ts'' regarding appropriate nutrition are presented. It is assumed that such dietary information is relevant to behaviors and learning skills manifested by the children attending the center.
Learning Disabilities as a Symptom of Depression in Children
Authors: Colbert Pat , Newman Bonnie , Ney Philip , Young Judy
Published: December 2008

The presence of depression in school-age children may not be adequately recognized by teachers. Teachers may be misdiagnosing depressed children as having a specific learning problem. The incidence of depression in 282 children admitted to a child and family psychiatric unit for a variety of emotional/behavioral disorders was investigated. While depression was seen as a major factor in the poor learning of the identified depressed children, very few of these children were seen as having specific learning disabilities, even though some of them previously had been diagnosed as learning disabled. Recognition and appropriate treatment of childhood depression by involved professionals is important.
Helping Learning Disabled Students Prepare for College
Authors: Dexter Beverly L.
Published: December 2008

As more and more services are provided for high-school-age students with learning disabilities, it is only reasonable to expect many of these students to continue their formal education at postsecondary institutions. Few such institutions provide direct services to LD students, yet the need for such services appears to be increasing. To help the college-bound students with learning disabilities make an easier transition from high school, it is important that they first investigate the possible resources on campus and initiate early contact with each of them. The dean of students, academic advisors, classroom instructors and professors, the chairman of the special education department, and possibly the campus reading center or reading clinic all should be considered as primary resources and support systems to LD students. Prior to enrollment in a college program, however, students will need to learn and practice appropriate study skills. The student will need to become more independent in his or her work and study habits and be able to apply study skills in a variety of settings.
A Visual Arts Program for Enhancement of the Body Image
Authors: De Chiara Edith
Published: December 2008

The purpose of this study was to determine whether a visual arts program related to the human figure would enhance the body-image of children with learning disabilities. Body-image was defined as the integrated mental image one has of one's own body. Four measures of body-image were used: The Human Figure Drawing Test, the Imitation of Postures Test, the Arthur Manikin Test, and the Self-Identification of Body Parts Test in Response to Verbal Instructions.

Sixteen boys and four girls from learning disabilities classes participated in the study. The paired subjects were randomly assigned to either the experimental or the control group. The experimental group received training in a program designed to improve the body image. The art program focused on aspects of awareness: body schema, body image, and spatial awareness. A wide variety of media, materials, and techniques were utilized in the production of two- and three-dimensional art forms. Classes met three times a week for one-hour sessions for 24 sessions. Two of the sessions were set aside for pretesting and posttesting.

Nonparametric statistics were used for analysis of the data. The results indicated that there were significant differences between the experimental and the control group on three of the body-image measures, which confirmed the hypothesis that through participation in a visual arts program, children with learning disabilities will exhibit a more adequate body image. The results of the Manikin Test were inconclusive.
Specific Hemispheric-Routing-TAK/v to Teach Spelling to Dyslexics
Authors: Blau Harold , Loveless Eugene J.
Published: December 2008

A revised concept of multimodality, multisensory instruction is suggested to deal primarily with the severe spelling difficulties of the dyslexic and of others with a similar language problem. The visual modality, as in VAK and VAKT, is seen as the problem and not the remedy, with remediation taking place in spite of its use and not because of it. Suggested instead is an approach based on the tactile modality. The recent identification of an oculomotor deficiency in dyslexics is cited. The authors propose a temporary cutoff of the use of the visual modality by blindfolding, and then the development of a brain strategy based on scanning the letters of unknown words with the fingers rather than with the eyes. More narrowly, they also propose the use of the fingers of one hand only, based on current theories of hemispheric specialization. The entire technique is described as "Hemispheric-Routing-TAK/v." In experimental use, subjects showed superiority in immediate recall when only the left hand was used but not in delayed recall. The procedure is not presented as supplanting older methods but as an extremely tardy recognition of the potential for variation in the use and nonuse of the modalities to meet the needs of increasingly idiosyncratic nonlearners.
Individual Differences in the Cognitive Processes of Reading
Authors: Stanovich Keith E.
Published: December 2008

The importance of word decoding in accounting for individual differences in reading comprehension is discussed. Research on individual differences in the cognitive processes that mediate word decoding is reviewed. It is concluded that a large proportion of the variance in word decoding ability is accounted for by phonological processes, and that little variance is explained by differences in visual processes. Possible causal relationships and developmental changes also are discussed.
The "Pushouts": Academic Skills and Learning Disabilities in Continuation High School Students
Authors: Gillespie Jacquelyn
Published: December 2008

Although students from California high schools are sent to continuation schools primarily because of attendance and behavior problems, assessment measures suggest the presence of a number of unidentified learning disabled students in those schools. Tests results from the Wide Range Achievement Test and the Diagnostic Analysis of Reading Errors suggest that many of these students would meet the criteria for identification as learning disabled. Although staff at these schools tend to deny that they work with "handicapped" students, continuation schools in fact appear to use a number of procedures associated with effective learning disability instruction.
Effective Use Of A Computer-Managed Instruction Program
Authors: Anderson David O. , Glowinski Debra J.
Published: December 2008

Linda is a first-grade teacher. This month she is working on initial consonants with her class. She has a whole wall of instructional materials at her disposal, as well as piles of workbooks, worksheets from her last several years of teaching, and the resources of the Chapter 1 office at the district building.

Linda sits at her desk and writes out code numbers of the several Initial Consonant Skills that were determined as important by the Chapter 1 staff. Johnny Jones is student 1101, so Linda writes 1101-010101, 1101-010102, 1101--010103. Similarly, she goes through all the students in her classroom, deciding which instructional skills they need to work on next week, listing their student codes and skill codes on the appropriate Skills Request Form. After school, she drives to the local Chapter 1 office to drop off this form.

The next morning the secretary at the Chapter 1 office types that list into the Apple computer, prints it out to verify accuracy, then processes that Request File through a specifically developed computer program. An hour later, the computer printer will have printed out a sheet for each student in Linda's class containing up to six instructional activities appropriate for the skills Linda wants the student to work on the next week. Additionally, there will be a printed list of all students assigned to each instructional activity for Linda to use when grouping students during the week. Linda can now concentrate on working individually with her students rather than spending many hours keeping detailed records about her students.
A Developmental Analysis of Visual and Auditory Sustained Attention and Reflection-Impulsivity in Hyperactive and Normal Children
Authors: Brown Ronald T.
Published: December 2008

Sustained attention to visual and auditory stimuli and reflection-impulsivity were examined in hyperactive and normal 9- and 14-year-old boys. Multivariate analyses, followed by univariate tests, indicated that the normal children increased in sustained attention efficiency with age to both visual and auditory stimuli. Hyperactive children increased in sustained attention efficiency with age to auditory but not visual stimuli. Both groups increased with age in reflection-impulsivity as measured by Kagan's Matching Familiar Figures Test (MFFT). Correlations between the sustained attention scores and the MFFT error and latency scores were not significant for hyperactive children. Recommendations were made for training programs that offer hyperactive children remediation in developing sustained attention efficiency to visual information.
Relationships Between Self-Esteem, Anxiety, and Achievement in Young Learning Disabled Students
Authors: Patten Maurine D.
Published: December 2008

This study investigates the relationships between both the Coopersmith Self-Esteem Inventory and the Sarason General Anxiety Scale for Children and the Peabody Individual Achievement Test (subtests of Mathematics, Reading Recognition, and General Information). Eighty-eight kindergarten through sixth-grade learning disabled children placed in the regular classroom with resource help were tested individually by a certified learning disabilities teacher. Pearson product-moment coefficients of correlation between all variables were determined for the total sample and for each sex. Significant relationships were found between (a) self-esteem and Mathematics, Reading Recognition, and General Information achievement scores for the total group and females, (b) self-esteem and Reading Recognition and General Information achievement scores for males, (c) general anxiety and General Information achievement scores for the total group and for males (negative direction), and (d) general anxiety and self-esteem for the total group and males (negative direction).
Reading Disabilities
Authors: Sheridan E. Marcia
Published: December 2008

One factor in learning to read is the nature of the script that is used. In order to understand the particular nature of the English alphabetic script and the specific problems that might arise from it, the author asks the following questions: Is it any easier to learn to read through an ideographic, syllabic, or alphabetic writing system? Is there less incidence of reading failure with some “ideal” orthography? Has any particular written language shown itself to be less difficult for beginning reading instruction, especially for particular reading and learning disabled children? The linguistic nature of Chinese, Japanese, and Korean are examined in relation to differences in information processing and cultural factors related to reading disability.
The Method of Repeated Readings
Authors: Kann Robert
Published: December 2008

Many disabled readers decode text in a word-by-word fashion and consequently have difficulty understanding what they read. This failure is often attributed to their inability to focus attention simultaneously on decoding and comprehending the message. However, this undesirable outcome can be avoided through the method of repeated readings. By having children reread a passage until fluency is achieved, their attention can be focused on comprehension, and improved understanding will result.
The Speech of Hyperactive Children and Their Mothers
Authors: Barkley Russell A. , Cunningham Charles E. , Karlsson Jennifer
Published: December 2008

The language of hyperactive children has received little attention until recently. As a result, two studies of the verbal interactions of hyperactive boys with their mothers during standard 15-minute free play and 15-minute task periods are reported. In Study 1 the language of 18 hyperactive and 18 normal boys was studied while interacting with their mothers. Both the hyperactive boys and their mothers were found to use significantly more utterances in free play than normal mother-child dyads. No differences in language complexity for either mothers or children were noted between these groups in either setting. However, the ratio of the mother's level of language complexity to that of her son in free play was found to be significantly smaller in the hyperactive as compared to the normal group. Study 2 examined the effects of methylphenidate on the language of 12 of these hyperactive boys in the above situations in a drug-placebo crossover design. Drug treatment was associated with declines in the frequency but not the complexity of utterances in both hyperactive boys and their mothers in both free play and task periods.
Professor Stories
Authors: Blatt Burton
Published: December 2008

Professor Stories are excerpted from a book-length manuscript by Burton Blatt, dean of education at Syracuse University, and associate editor of this journal. The stories are based in experience and typically represent a blending of various people situations, and events. Each is “true,” though Professor Blatt assures us that no individual is recognizable. Rather we may all find some truth in each story as we all have dealt with the world of professors. Here, placed in the journal as an introduction to the series, future stories will be filler, occupying space which otherwise would have been left blank—quite a gift for which I thank my colleague, Burton Blatt!—GMS
Perspective
Authors: Stefanakis Evangeline Harris
Published: December 2008

In November 1979 a learning disabilities program, one of the first of its kind, was started at the American Community School in Athens, Greece. A Learning Disabilities Unit was developed to service 12 children in grades 2 to 4 with serious difficulties in academics, language, perception, behavior, and social relations. For half of the group English was a second language. Children admitted to the program were more than two years below grade level expectations in reading, math, writing, and spelling according to standardized testing. Procedures followed the guidelines established by Public Law 94–142 in the United States and included placement evaluations, educational plans, quarterly reports, and annual reevaluations. Testing done to monitor children's progress indicated statistically significant growth in all areas. Parents were encouraged to participate actively in the program by conferencing and by informing the community at large. Little additional budget money was spent to staff and to equip the LD Unit. This successful model of a learning disabilities program abroad could be adapted for use in other overseas community schools with limited resources.
A Study of Nonstrategic Linguistic Coding on Visual Recall of Learning Disabled Readers
Authors: Swanson Lee
Published: December 2008

Three experiments directly investigated Vellutino's (1977) verbal-deficit hypothesis, which suggests reading difficulties of learning disabled children are attributable to deficiencies in linguistic coding. Short-term retention was studied using random shapes to minimize effects of prior verbal learning. Adopting a probe-type serial memory task, normal and LD readers were compared on recall performance after pretraining of named and unnamed stimulus conditions. Recall was markedly better for normal subjects trained with names compared with the unnamed control condition, while disabled children demonstrated inferior recall on named compared with unnamed pretraining. Experiment 1 demonstrated that verbal encoding effects were stronger for normal and deaf subjects than for disabled, especially on primacy positions. Experiment 2 suggested children's (normal and disabled) idiosyncratic verbal coding did not facilitate recall compared with names provided by the experimenter. Experiment 3 suggested that names for random shapes, regardless of age, facilitated recall for normal but not for disabled readers. Verbal codes appeared particularly important in differentiating groups at primacy positions. Consistent in all three experiments, no difference was found in recall of unnamed shapes between normal and LD readers. These experiments suggest that primary reading deficits are related to integrative linguistic deficiencies and not to deficiencies of visual memory or rehearsal.
The Use of Microcomputers in Teacher Training
Authors: Cohen Sandra B. , Schwartz Terry A.
Published: December 2008

Using their professional experience as a base, the authors promote the need for developing computer competence as well as instructional competence in preservice special education teachers; preservice teachers should have the opportunity to learn from microcomputer technology, not just to use mirrors. The case for this proactive position is made while discussing: 1) the status of educational microcomputer hardware and software use; 2) the current programming vs. computer literacy debate; and 3) a look to the future, where teacher training programs accept such a dual responsibility.
Simplifying Text for Mainstreamed Students
Authors: Beech Martha C.
Published: December 2008

Textbooks used for content area subjects are often too difficult for mainstreamed students. Teachers may have to adapt the text to reduce readability and conceptual difficulty. Simplifying text involves attention to content, sentence structure, and vocabulary. Guidelines drawn from psycholinguistic research are presented to assist the teacher in this task. An example of simplified text is included.
Learning Disabilities and Competency-Based Instruction
Authors: Newberger Darryl Alan
Published: December 2008

Unconventional ideas (e.g., philosophical, theoretical, political, etc.) are discussed which lead to the realization that new and different programmatic alternatives are needed by institutions of higher learning if they are to train competent teachers in the future. The relationships between learning disabilities, CBTE programs, and hierarchical theories of human development are explored and preliminary suggestions are offered in the hope of producing alternative conceptualizations of the learning act.
Long-Term Follow-up Studies of Learning-Disabled Persons
Authors: Horn Wade F. , O'Donnell James P. , Vitulano Lawrence A.
Published: December 2008

From several different perspectives, the question of long-term outcomes for learning-disabled children is an important one. Answers to scientific questions about the nature and developmental course of learning disabilities, as well as the resolution of policy issues concerning the allocation of resources for intervention, may depend on results from follow-up studies of learning-disabled persons. Unfortunately, different follow-up studies have produced a variety of conflicting results. Through a careful analysis of the methodologies employed in existing studies, this month's Topical Review not only shows why the research has produced inconsistent results, but also shows how some of these inconsistencies can be resolved. A final contribution of this article is to point out the need for specific methodologies in future follow-up research with learning-disabled children.—J.K.T.
Computer Greetings
Authors: Martin Jeremiah
Published: December 2008

Occasionally a product comes along—in this case a computer program—which isn't specific to the mission of theose concerned with the learning disabled, but which could be enormously helpful. Such a product is Create Your Own Greeting Cards. This innovative piece of software, authored by Michael Adler, represents an enormously versatile, innovative, and pedagogically useful tool for the classroom or resource room. The program requires an Apple Microcomputer, either Apple II + or Apple IIE, along with a printer.
A Cross-Cultural, Cross-Linguistic Comparison of Language Abilities of 7- to 8- and 12- to 13-Year-Old Children with Learning Disabilities
Authors: Wiig Elisabeth H. , Redding Ulrike Becker , Semel Eleanor M.
Published: December 2008

This study compared relative strengths and weaknesses in the language abilities of German and American learning disabled and academically achieving children. To assess language abilities, the 11 major diagnostic subtests of the Clinical Evaluation of Language Functions (CELF) were administered in the English version or in an idiomatic German translation. Subjects were (a) 15 German and 15 American 7- to 8-year-old children with learning disabilities and 15 academically achieving German and American age-level controls and (b) 15 German and 15 American 12- to 13-year-old children with learning disabilities and 15 academically achieving German and American age-level controls. German and American children with learning disabilities performed significantly poorer than their age-level controls on semantic, syntactic, auditory memory, and word retrieval tasks. The majority of the language tasks also differentiated the two age levels (7- to 8- and 12- to 13-year olds). On all but one of the tasks, German and American 12- to 13-year-olds with learning disabilities performed either poorer than or similar to the 7- to 8-year-old academic achievers. The findings concur with previous observations of language delays among children and adolescents with learning disabilities. The observations tentatively suggest cross-cultural and cross-linguistic similarities in the language disorder syndrome associated with learning disabilities.
Educational Therapy Defined
Authors: Radecki John
Published: December 2008

Educational therapy is an activity that ranges in practice from academic tutoring to psychotherapy. The qualifications, skills and techniques used by educational therapists seem so broad and varying that the profession seems difficult to define when compared to teaching or a particular school of psychotherapy. In an attempt to help specify the scope of educational therapy, this paper offers a definition of educational therapy. From this definition it is hoped that a discrete set of assumptions, goals, skills and techniques for educational therapy will emerge.
Diagnostic and Prescriptive Bias in School Psychologists' Reports of a Learning Disabled Child
Authors: Frame Roger E. , Clarizio Harvey F. , Porter Andrew
Published: December 2008

Twenty-four experienced school psychologists independently assessed a simulated learning disability case of a fourth grade girl. Bias due to the child's race, socioeconomic status, and the reading level of the child's home school was analyzed with both an unprompted report written by each subject (recall), and a checklist of descriptive and prescriptive statements about the case (recognition). Only 17 of the 744 possible diagnostic main effects and 2-way interactions which might indicate bias were significant at p<.01, while seven such differences would be expected purely by chance. No statements about intelligence, classroom behavior, or social relationships had statistically significant differences. However, the simulated low SES black child did tend to be classified as “not eligible for special education” much more often than either the white or upper class black child on both the written reports and on the checklist, while the upper SES child was labelled learning disabled more frequently than the low SES child on the recognized checklist. Other main effects and interactions were also noted in some statements about developmental history, arithmetic achievement, perceptual-motor integration, and excessive dependence.
The Search for Subtypes of Specific Learning Disability
Authors: McKinney James D.
Published: December 2008

This month's Topical Review discusses recent research that has attempted to divide the general population of learning-disabled children into a variety of different subtypes. The research is important because it is the first sustained attempt to deal with one of the most troublesome problems in the field: the heterogeneity of learning-disabled children. Past failure to adequately conceptualize the variability within the LD population has produced heated debates over the “nature” of learning disabilities and has limited progress toward adequate diagnosis and treatment. Although we are still a long way from having an adequate taxonomy of learning disabilities subtypes, the research presented in this review certainly constitutes one of the first steps toward the attainment of that goal.---JKT

This paper reviews and evaluates the current research on subtypes of learning-disabled children. Early research on LD subtypes used a clinical inferential approach to subdivide heterogeneous samples of children into various syndromes. More recently, several studies have appeared in which multivariate classification techniques have been used to group children empirically. Collectively, the evidence argues against a “single syndrome” theory of learning disability and demonstrates the feasibility of creating more homogeneous diagnostic groups within this broad and ill-defined category of exceptional children.
Books in Brief
Authors: Newberger Darryl Alan , Peterson Daniel L.
Published: December 2008

Theory and Research in Learning Disabilities by J.P. Das, R.F. Mulcahy and A.E. Wall (Eds.)

Teaching the Gifted/Learning Disabled Child, by Paul R. Daniels
Effect of Cognitive Effort on Learning Disabled and Nondisabled Readers' Recall
Authors: Swanson H. Lee
Published: December 2008

Learning disabled and nondisabled readers can be distinguished by the extent to which their free recall of words is affected by the attention demand characteristics (cognitive effort) of items. An intentional auditory free recall task was presented after nondisabled and disabled readers solved anagrams from semantic, phonemic, and unrelated word lists. The anagrams varied in terms of low and high cognitive effort (defined as the reorganization task demand on a limited memory capacity). It was found in Experiment 1 that high effort led to better recall than low effort for nondisabled readers, while the disabled were superior to the nondisabled reader in the recall of low-effort words. Experiment 2 replicated this finding across developmental age and type of word lists. A third experiment clearly demonstrated that the disabled reader is less likely to recall words of high cognitive effort as compared with intermediate and low ones. Taken together, the findings support the hypothesis that nondisabled and disabled readers differ in processing capacity; they further suggest that cognitive effort may be a relevant factor in word encoding processes.
Analyzing and Remediating Writing Disabilities
Authors: Giordano Gerard
Published: December 2008

Copying is a component of learning to write. But persons may be able to copy words while being linguistically incapable of communicating through writing. Communicative writing samples can be elicited by identifying problems which motivate students to write messages. Three techniques for analyzing generative writing samples are explained. 1)Irregularities in the samples can be plotted with reference to grammatical accuracy and impact on comprehension. Clusters of errors are then interpreted as indications of writing disabilities. 2)An attitude toward writing inventory can elicit negative feelings toward instructional strategies. The results can differentiate persons who are frustrated by instructional strategies from persons who are linguistically disabled. 3)In a restoration exercise, children attempt to supply words deleted from passages that they have written. The restoration technique can indicate linguistic writing disabilities by confirming whether students can replicate the generation of grammatically and semantically appropriate words in their own writing. Samples of remedial exercises that would be appropriate for persons with specific writing disabilities are then elaborated. Together, the diagnostic and remedial procedures constitute a coherent approach to identifying and treating writing disorders.
Role of Style of Learning and Thinking and Self Directed Learning Readiness in the Achievement of Gifted Students
Authors: Okabayashi Haruo , Torrance E. Paul
Published: December 2008

This study explores relationships between measures of style of information processing and readiness for self-directed study and failure of identified gifted students to achieve at a level commensurate with their measured intellectual abilities. The subjects were 148 identified gifted students (grades 4-7) classified by their teachers according to achievement level (below expectations, at expectation level, above expectations). Subjects were administered Torrance and McCarthy's “Your Style of Learning and Thinking” and Guglielmino's “Readiness for Self Directed Learning.” Three-way analyses of variance revealed significant main effects for the three achievement groups on the Right and Integrated Style scales but not on the Left Style scale and self directed learning readiness. Low achievers scored high on the Right Scale and low on the Integrated Scale.
Mainstreaming Isn't Just for Students Anymore
Authors: Ryan Dennis
Published: December 2008

With the passage and implementation of Public Law 94-142 the major focus of the mainstreaming venture appears to have fallen upon those children who are receiving special educational services. In this vein, the respective roles and functions of special education teachers and pupil personnel staff vis-a-vis mainstreaming have received minimal attention. Within the following article the author explores the relative contributions of such professionals to the mainstreaming experience of handicapped children. Recommendations for maximizing the mainstreaming opportunities for such teachers and ancillary staff are provided.
A Social Interactional Analysis of Learning Disabilities Remediation
Authors: Stone C. Addison , Wertsch James V.
Published: December 2008

The remediation of learning—disabled children can often be viewed as providing them with strategies which they can use to direct their own behavior. Insight into why such strategic assistance is effective can be obtained from viewing remediation as a social/communicative setting. This perspective is illustrated with an analysis of an annotated transcript of a remediation session. The analysis makes use of Vygotsky's (1978) notions of “other regulation” and “self regulation” and Rommetveit's (1979) notion of communication as the creation of presuppositions in the listener. The implications of the perspective for our understanding of the remediation process and its differential efficacy are discussed.
Mothers' Predictions of the Self—Concept of their Normal or Learning-Disabled Children
Authors: Coleman J. Michael
Published: December 2008

Two reported effects of the labeling process in special education were investigated in a study which assessed the self-concepts of 48 learning-disabled (LD) children, 54 of their normal age-mates, and 16 regular class students whose teachers indicated the need for special education services. In addition, the mothers of children in each group were asked to complete the same self-concept instrument, responding to the items as they predicted their children would respond. Self-concepts of the children groups were compared to test the hypothesis that labeling and segregating the educationally handicapped from the larger school population might reduce self-regard. Mothers' self-concept predictions were compared to the scores of their LD children to test the hypothesis that labeling a child may reduce parents' perceptions of the child's feelings of self-worth. Predictions made by mothers of normal children were used to assess the accuracy of prediction across the parenting groups. The results gleaned from mothers of low-achieving, regular-class students were used as a method of control in case of a possibility that parental predictions were influenced more by the child's achievement than by special education placement. Equivalence of self-concept across the regular and special-class children groups was interpreted through social comparison theory and the possibility that reduced heterogeneity of ability evident in special classes may bolster the self-concept of children educated in such environments. The lowered estimates of self-concept generated by mothers of LD students were discussed as an indirect effect of the labeling process whereby the label alters the perceptions of significant others as to the abilities of the labeled individual.
Phonemic Analysis and How It Relates to Reading
Authors: Williams Joanna P.
Published: December 2008

If a list was made of the half-dozen most promising new techniques in reading instruction, phonemic analysis training would surely be among them. This month's Topical Review provides an excellent introduction to this area because it not only places emerging concerns about the phonemic segmentation and blending skills of children into a broad historical context, but it alos presents the most useful research on the subject. Research evidence on this topic is of two different types. First, there is evidence that children who have difficulty learning to read also show marked difficulties in analyzing the phonological structure of speech. Second, a number of studies have shown that training children to be more aware of the phonemic segments in words can help them in learning to read. This area provides a nice example of the useful ways that basic research conducted in laboratory settings and more applied studies conducted in the classroom can converge to provide useful information about the nature and treatment of learning disabilities.—J.K. T.
Do Children with Constitutional Delay Really Have More Learning Problems?
Authors: Gordon Michael , Post Ernest M. , Crouthamel Carol , Richman Robert A.
Published: December 2008

To assess the effects of constitutional short stature on intellectual, academic and visual-motor functioning, we administered a battery of psychological tests to a group of 24 such children. Their responses were compared to those of 23 subjects with normal height matched for age, sex and socioeconomic status. Contrary to the conclusions of uncontrolled studies, our data showed short and control groups to be comparable on all variables. While children with constitutional delay have been shown to exhibit low self-esteem and high levels of internalizing behavior problems, these difficulties do not appear to intrude significantly into the intellectual or academic realms.
Improving Spelling Performance By Imitating A Child's Errors
Authors: Nulman Jo Ann Hiroshige , Gerber Michael M.
Published: December 2008

Various self-correction procedures have been used to improve spelling performance oflearning handicapped students, but few studies have been concerned with qualitative changes in spelling attempts during intervention. This study focused on both the qualitative and quantitative changes in spelling performance of a learning disabled student whe a contingent imitation and modeling procedure was used. Sufficient number of trials were allowed to assure learning. Results indicated significant improvement in the number of correctly spelled words. On a test for transfer, using orthographically and phonetically similar words, performance was slightly improved over pretest performance on the training list. However, analysis of error quality revealed substantial improvement in ability. Effectiveness of the imitation and modeling procedures was replicated. The data also extended previous work by providing a basis for explaining effectiveness of these procedures for spelling instruction. The usefulness of a problem-solving model of spelling acquisition in learning handicapped students is discussed. However, caution is advised when using this procedure since some students may view contigent imitation and modeling as punishing.
Negative Effects of Illustrations as Word Cues
Authors: Rose Terry L. , Furr Peggy M.
Published: December 2008

A multiple baseline across students design was used to investigate the relative effects of illustrations on the acquisition of words in isolation in two settings. Words were taught, using picture cues and no-picture cues, to four elementary school-aged learning disabled students. Results in three of four cases indicated that illustrations wererelated to lower reading performance rates, leading to a conclusion that illustrations interfere with the acquisition of new words in isolation by disabled readers. Results are discussed further in terms of their implications for instruction and research.
Hair Mineral Content as a Predictor of Learning Disabilities
Authors: Marlowe Mike , Cossairt Ace , Welch Ken , Errera John
Published: December 2008

Recent research has discovered childhood learning disabilities are related to the presence in the body of above--normal levels of certain mineral elements, especially lead. This study investigated the relationships between hair mineral elements and childhood learning disabilities and determined which minerals, if any, separated a group of learning disabled children with a normal control group. The learning disabled group had significantly raised hair--lead concentrations. There were also differences in the mean levels of ten other minerals. Discriminant function analysis revealed by using lead, calcium, silicon, aluminum, vanadium, mercury, and zinc, subjects could be correctly classified as normal controls or learning disabled with 91.7% and 76.1% accuracy, respectively. It is concluded continuing research is needed to study the relationships between hair mineral element patterns and childhood learning disabilities.