bluuebunny/crossref_metadata_2025 huggingface dataset:
The University of Washington Shallow Convection and Moist Turbulence Schemes and Their Impact on Climate Simulations with the Community Atmosphere Model
Authors: Park Sungsu , Bretherton Christopher S.
Published: December 2008

This paper describes a new version of the University of Washington shallow cumulus parameterization. The new version includes improved treatments of lateral mixing rates into cumulus updrafts, the evaporation of precipitation and of the interaction of cumuli with the underlying subcloud layer, and a treatment of the convective inhibition-based mass-flux closure that is more numerically stable and is suitable for the long time steps of global climate models.

The paper also documents its performance when combined with a new moist turbulence parameterization in simulations with version 3.5 of the Community Atmosphere Model (CAM3.5). A single-column simulation of nonprecipitating trade cumulus shows considerable improvements in vertical thermodynamic structure and less resolution sensitivity in the new schemes compared to CAM3.5. In global simulations, the new schemes, combined with an increase of vertical resolution from 26 to 30 levels, produce a significant (7%) reduction in overall climate bias, calculated from root-mean-squared error of the seasonal model climatology compared to a suite of global observations of various fields. Biases in almost all fields, particularly the shortwave cloud radiative forcing, are reduced. Geographical bias patterns in surface rainfall, liquid water path, and surface air temperature are only mildly affected by the model parameterization and vertical resolution changes.
A Method to Merge WSR-88D Data with ARM SGP Millimeter Cloud Radar Data by Studying Deep Convective Systems
Authors: Feng Zhe , Dong Xiquan , Xi Baike
Published: December 2008

A decade of collocated Atmospheric Radiation Measurement Program (ARM) 35-GHz Millimeter Cloud Radar (MMCR) and Weather Surveillance Radar-1988 Doppler (WSR-88D) data over the ARM Southern Great Plains (SGP) site have been collected during the period of 1997–2006. A total of 28 winter and 45 summer deep convective system (DCS) cases over the ARM SGP site have been selected for this study during the 10-yr period. For the winter cases, the MMCR reflectivity, on average, is only 0.2 dB lower than that of the WSR-88D, with a correlation coefficient of 0.85. This result indicates that the MMCR signals have not been attenuated for ice-phase convective clouds, and the MMCR reflectivity measurements agree well with the WSR-88D, regardless of their vastly different characteristics. For the summer nonprecipitating convective clouds, however, the MMCR reflectivity, on average, is 10.6 dB lower than the WSR-88D measurement, and the average differences between the two radar reflectivities are nearly constant with height above cloud base. Three lookup tables with Mie calculations have been generated for correcting the MMCR signal attenuation. After applying attenuation correction for the MMCR reflectivity measurements, the averaged difference between the two radars has been reduced to 9.1 dB. Within the common sensitivity range (−10 to 20 dBZ), the mean differences for the uncorrected and corrected MMCR reflectivities have been reduced to 6.2 and 5.3 dB, respectively. The corrected MMCR reflectivities were then merged with the WSR-88D data to fill in the gaps during the heavy precipitation periods. This merged dataset provides a more complete radar reflectivity profile for studying convective systems associated with heavier precipitation than the original MMCR dataset. It also provides the intensity, duration, and frequency of the convective systems as they propagate over the ARM SGP for climate modelers. Eventually, it will be possible to improve understanding of the cloud-precipitation processes, and evaluate GCM predictions using the long-term merged dataset, which could not have been done with either the MMCR or the WSR-88D dataset alone.
Discrete Frontal Propagation over the Sierra–Cascade Mountains and Intermountain West
Authors: Steenburgh W. James , Neuman Colby R. , West Gregory L. , Bosart Lance F.
Published: December 2008

On 25 March 2006, a complex frontal system moved across the Sierra–Cascade Mountains and intensified rapidly over the Intermountain West where it produced one of the strongest cold-frontal passages observed in Salt Lake City, Utah, during the past 25 yr. Observational analyses and numerical simulations by the Weather Research and Forecast (WRF) Model illustrate that the frontal system propagated discretely across the Sierra–Cascade Mountains and western Nevada. This discrete propagation occurs in a synoptic environment that features a mobile upper-level cyclonic potential vorticity (PV) anomaly that is coupled initially with a landfalling Pacific cyclone and attendant occluded front. The eastward migration of the upper-level cyclonic PV anomaly ultimately encourages the development of a new surface-based cold front ahead of the landfalling occlusion as troughing, confluence, and convergence downstream of the Sierra Nevada intensify preexisting baroclinity over Nevada. Trajectories show that the new cold front represents a boundary between potentially warm air originating over the desert Southwest, some of which has been deflected around the south end of the high sierra, and potentially cool air that has traversed the sierra near and north of Lake Tahoe, some of which has been deflected around the north end of the high sierra. Although diabatic processes contribute to the frontal sharpening, they are not needed for the discrete propagation or rapid cold-frontal development. Forecasters should be vigilant for discrete frontal propagation in similar synoptic situations and recognize that moist convection or differential surface heating can contribute to but are not necessary for rapid Intermountain West frontogenesis.
Geometrically Exact Conservative Remapping (GECoRe): Regular Latitude–Longitude and Cubed-Sphere Grids
Authors: Ullrich Paul A. , Lauritzen Peter H. , Jablonowski Christiane
Published: December 2008

Land, ocean, and atmospheric models are often implemented on different spherical grids. As a conseqence coupling these model components requires state variables and fluxes to be regridded. For some variables, such as fluxes, it is paramount that the regridding algorithm is conservative (so that energy and water budget balances are maintained) and monotone (to prevent unphysical values). For global applications the cubed-sphere grids are gaining popularity in the atmospheric community whereas, for example, the land modeling groups are mostly using the regular latitude–longitude grid. Most existing regridding schemes fail to take advantage of geometrical symmetries between these grids and hence accuracy of the calculations can be lost. Hence, a new Geometrically Exact Conservative Remapping (GECoRe) scheme with a monotone option is proposed for remapping between regular latitude–longitude and gnomonic cubed-sphere grids. GECoRe is compared with existing remapping schemes published in the meteorological literature. It is concluded here that the geometrically exact scheme significantly improves the accuracy of the resulting remapping in idealized test cases.
Effectiveness of a Test-Taking Strategy on Achievement in Essay Tests for Students With Learning Disabilities
Authors: Therrien William J. , Hughes Charles , Kapelski Cory , Mokhtari Kouider
Published: December 2008

Research was conducted to ascertain if an essay-writing strategy was effective at improving the achievement on essay tests for 7th- and 8th-grade students with reading and writing disabilities. Students were assigned via a stratified random sample to treatment or control group. Student scores were also compared to students without learning disabilities nominated by teachers as average writers. A 6-step essay strategy was taught that included analyzing the essay prompt, outlining, writing a response, and reviewing the answer. On the posttest, intervention group students significantly outperformed control group students on essay measures related to strategy use, content, and organization. There was no significant difference between treatment group and students without learning disabilities on posttest measures of content and organization.
Study and Treatment of Stammering Among Children
Authors: Levina Rosa Ye.
Published: December 2008

This contribution from the Institute of Defectology in Moscow is the latest in a series of studies and treatments being oflered to stammerers in Russia. The article specifi- cally details analysis and features of stammering; the interwoven complexities of stammering and personality; and delineates transitional problems when a child attempts to form conceptual speech from concrete speech. The Institute's findings with regard to age of onset is of particular interest, as well as its findings on parental influence. It must be noted that oftentimes the terms stammer and stutter are used interchange- ably in the clinical literature.However, it is also well hown that all stutterers will at times stammer, but all stammerers do not stutter. Thus, the term stammer carries a much broader base for population studies as well as term definition. —C. E.
NINDB Collaborative Perinatal Study
Authors:   Stag Report
Published: December 2008

In 1953, the idea of organizing a Collaborative Project to study the causes of certain disorders affecting children was started. The project design and federal funding would come under the auspices of the National Institute of Neurological Disease and Blindness (NINDB). The project entitled, The Collaborative Perinatal Project was aimed at a study of the relationships between pregnancy and pregnancy outcome. Since the time the first grant award from NINDB was given to a collaborative institute, more and more world attention has been drawn to what data and results were being obtained from the project. These progress reports have only served to whet professional appetites for the ongoing reports.—C. C. E.
Clinical and Pathological Findings in a Child with a Developmental Learning Disability
Authors: Drake William E.
Published: December 2008

Many professionals have deplored the fact that there have been no published post mortem findings of children with developmental learning disabilities. To our knowledge this is the first case history offered to the literature. It is presented from an inter-disciplinary approach thus involving various professional efforts and evolutionary thoughts. The Journal is very proud to publish this manuscript. Dr. Drake and his evaluation team have performed a great service for the field of learning disabilities.—C.C.E.
Behavior Modification
Authors: Carlson Ralph M.
Published: December 2008

Behavior control or, if you will, modification, has held a place in clinical literature for many years under diflerent names. It has been, and probably always will be, controversial to a degree. We invite our readers to comment on their experiences and to give 0pinions.—A.C.E.
Class 5B, A Deprived Organism
Authors: Anderson Eugene D.
Published: December 2008

Can a categorization turn a classroom of culturally deprived children into an even more deprived organism? If so, how? If done, what steps can be taken to return the classroom to normalcy?—C.C.E.
The “Not Quite” Child
Authors: Stock Claudette
Published: December 2008

Teachers and a large number of parents are familiar with the condition described below. Both the parents and the child know that he is there… and yet he is not completely in harmony with his surroundings. This is an emotional as well as an objective condition; this condition intrudes on one's consciousness and attacks one's intuition. Miss Stock attempts a definition by intuition and understanding… the beginnings of a search for a solution.
Myths in Remedial Education
Authors: Silberberg Norman E. , Silberberg Margaret C.
Published: December 2008

Research in remedial reading which utilized control groups consistently has demonstrated two outcomes: (1) tested reading achievement is significantly higher in the group which received remediation than in the control group at the completion of the remedial period; and (2) follow-up studies almost invariably demonstrate that the beneficial effect of this remediation “washes out” in a relatively short time after terminating remedial reading. Despite this depressing information, remedial programs and experimental programs continue to flourish. The “myth” — that remedial reading works — is analyzed in this paper by examining its supporting rationalizations and the other factors that help keep it alive. A plea is made for reallocation of priorities for the education of children with learning difficulties.
A Model Guide to the Special Classes
Authors: Tyson Kenneth L.
Published: December 2008

School personnel, teachers, students and parents need a simplified overview of what is being taught to special class students in order to assure understanding and cooperation between these people involved with special education. This model philosophy consists of general and specific objectives based on the needs of the special education students from primary through secondary grades. The suggested syllabus of courses for special education classes is outlined by level of special class and content area and may be adapted to the needs of individual school districts.
School Psychologist: Nomad or Settler
Authors: Green Leon
Published: December 2008

Cain was stronger than Abel because Cain was a farmer, a settler, while Abel was a shepherd, a nomad. Cain rose and slew his brother because he was the stronger; he had land-attachments, and he fought for them. Abel, the nomad, was “weak” and knew not how to defend himself, for he had no “mental bonds” that would incite him to an act of defense. And the most fitting punishment for Cain was for him to become a nomad, wandering the earth, restless and derelict.—Soloveichik.
The Effect of Using a Black Light Apparatus to Reduce Attention Scatter in Brain Injured Children
Authors: Hartman Bernard Thomas , Richards George B. , Texas Lufkin
Published: December 2008

Twenty children from the Lufkin State School, diagnosed as brain damaged and having severe reading and perceptual impairments, were randomly divided evenly into 2 groups: an experimental group, EG, and a control group, CG. Each S in the EG was given 10 stimulus cards (learning task) under the attention-scatter reduction conditions using a black light apparatus and then immediately given a matching test of retention. The CG subjects were treated in exactly the same manner except they did not receive the stimulus under the attention-scatter reduction conditions. A t-test for difference between the two independent means (EG and CG) was applied, and a significant difference (p <.001) was shown between the test performances of the EG Ss and CG Ss. These findings lead to the interpretation that the EG Ss who received the learning task under attention-scatter reduction conditions retained more than the CG Ss who received the stimulus under ordinary classroom conditions.
Visual Impairment, Partial-Sight and the School Psychologist
Authors: Margach Charles , Kern Kate Condit
Published: December 2008

The utilization of the standard WISC for partially-sighted children is discussed. Special techniques in administration and interpretation are presented and evaluated in light of ten years accumulation of records of testing partially-sighted children in the Portland, Oregon schools.
Auditory and Visual Functions in Good and Poor Readers
Authors: Golden Nancy E. , Steiner Sharon R.
Published: December 2008

This study investigates the relationship between specific auditory and visual functions and reading performance. Pairs of second graders matched as good and poor readers on the basis of MA, IQ, and CA were tested with several subtests from the revised ITPA and the Monroe Visualization Test. The findings seem to suggest that poor readers were lacking primarily in auditory functions rather than visual.
Prevalence of Reading Disability as a Function of the Measure Used
Authors: Ullmann Charles A.
Published: December 2008

The convenient and popular "years below grade" formula conventionally used to define reading disability operates in an irregular manner and gives a picture of "disability" which is difficult to distinquish from normal variation in human ability. It also causes the prevalence of reading disorders to appear larger as years of schooling increase. Other measures give a more conservative estimate of the prevalence of disability and they may be more significant.
Experiencing the Perceptually-Deprived Child
Authors: Gaines Rosslyn
Published: December 2008

The perceptually-deprived child can experience his world more fully with intensive parental assitance. Perceptually-deprived children are defined as children having reduced perceptual information intake due to sensory limitations, such as blindness, deafness, neurological disorder or retardation. Experiencing is defined as the normal human capacity to be aware of, and respond to the physical environment, including persons and groups. The unique psychological, social and cultural difficulties which beset normal parents and prevent adequate experiencing and interaction with perceptually-deprived children are described. Solutions are offered.
Reading, Developmental Abilities, and the Problem of the Match
Authors: Frostig Marianne , Maslow Phyllis
Published: December 2008

This article is essentially a position paper written in response to S. Alan Cohen's article on visual perception and reading published in last month's JOURNAL. Problems in offering more efficient prescriptions for teaching reading are discussed.
A Neuropsychogenic Perspective on Remediation of Learning Disabilities
Authors: Anderson Robert P.
Published: December 2008

perspective on learning disabilities which A takes into account both neurologic and psychogenic factors is considered. A specific program is described to illustrate how a curriclum may be based on the neuropsychogenic model. The program provides the child with training for language-perceptual deficits as well as concurrent psychotherapeutic experiences to help him cope with negative, self-defeating attitudes.
Auditory Feedback
Authors: Dinnan James A.
Published: December 2008

Most theories and experiments involved in stuttering have been psychologically oriented. This study takes into consideration these factors but seeks to investigate auditory feedback as one physical, external factor which might cause stuttering. The reactions of stutterers and nonstutterers to pure tone signals were examined in order to determine if there is a time lag in the stutterer's reactions to certain sounds which might prove significant. Thirty males, 15 stutterers and 15 nonstutterers, were subjected to a random selection of pure tones at different frequency and intensity levels. Reaction time between signals was recorded through a Galvanic Skin Response. A .95 second difference in time delay for stutterers proved significant at the P < .01 level. This difference in reaction time strongly indicates that in certain cases stuttering may be the result of minute physical imperfections in the feedback loop of the hearing mechanism.
Factor Analysis of the Frostig Developmental Test of Visual Perception
Authors: Boyd Larry , Randle Kenneth , Illinois Kankakee
Published: December 2008

Many teachers, psychologists, and other specialists currently use the Frostig Developmental Test of Visual Perception (DTVP) as a predictor of school achievement in the early elementary grades and as a device for determining correlates of reading disorders. In some cases, the DTVP has been used without question as to its validity. The results reported in this paper pertain mainly to the content validity of the DTVP.
A Re-evaluation of Research on Lateral Expression
Authors: O'Donnell Patrick A.
Published: December 2008

The investigation reported here was an attempt to determine the effects of a motor training program on the lateral expression of disabled readers. Some of the implications of this study are delineated, and suggestions for the design of future experiments are offered. Criteria for assessment, intervention strategies, and nomenclature are discussed.
Difference in Visual Perception and Auditory Discrimination between American Indian and White Kindergarten Children
Authors: Lowry Laura M.
Published: December 2008

This study examines difference in the development of visual perception and auditory discrimination skills between Nez Perce Indian children and white children from the general population at the Lupwai public schools at the kindergarten age. Five areas of visual perception were tested with the Developmental Test of Visual Perception, and the ability to recognize differences that exist between the phonemes used in English speech was tested with the Wepman Auditory Discrimination Test.

It was found that differences in visual perception and auditory discrimination exist between the Nez Perce Indian child and the white child enrolled in the Lapmi public school kindergarten. It was further concluded that the Net Perce Zndian child was not as prepared as his white cotitemporaries to succeed in reading tasks.
Prevalence and Characteristics of Learning Disabilities Found in Second Grade Children
Authors: Meier John H.
Published: December 2008

The salient findings are presented Irom two] Studies to determine tinprevalence and charaeteristivs of individual learning disahilitii >o existing in I if), second grade classes in eight Rocky Mountain States, Approximately 15 percent of the more than JlltIO children in the sample revealed some specific learning disorder winclt was frequently associated with sequencing difficulties. Three levels of diagnosis were employed; the informed judgment of teachers, using a new Classroom Screening Instrument described here, was related to the findings of psycho-educational and medical diagnosticians. An Individualized Instructional System which is being developed for the remediation and/or prevention of learning disorders i\ outlined.

‘An variier, lev. complete, vertlon oi this paper was presented ai a section meeting oj tin Minimi foi Children with Communication Ofterden for the 47th A rimii;l International Convention of ihr Council lor Kxiepltonal Children held in Denver, Colorado, I'MV,
Psycholinguistic Learning Disabilities in 20 Mexican-American Students
Authors: Jorstad Dorothy
Published: December 2008

In a rural elementary school in southern California, where the population is 83 percent Mexican—American, twenty students (all Mexican—American) who were having severe reading difficulties were given the Illinois Test of Psycholinguistic Abilities. Composite profiles were made of these twenty students' differential abilities. All of the points falling below the average on the composite profiles of all of the students' mean scores were in auditory areas (listed in order of disability): Grammatic Closure, Auditory Closure, Auditory Association, Auditory Reception, Sound Blending, and Auditov Memory. Because the ITPA findings pointed up the need for additional help in auditory areas in teaching language to Mexican—American students, curriculum emphases and instructional procedures have been modified.
Effects of Massed and Spaced Practice on Learning in Brain-damaged, Behavior-disordered, and Normal Children
Authors: Grassi Joseph R.
Published: December 2008

Learning in behavior-disordered, brain-damaged, and normal children was investigated under conditions of massed and spaced practice using auditory and visual paired-associates tasks. The results confirmed the superiority of spaced-practice over massed-practice learning for normal, brain-damaged, and behavior-disordered groups There was a tendency for greater differences in perfomance with the different training procedures within the normal group than for either of the two experimental groups Possible reasons for these differences are suggested.
Childrens' Understanding of Constraints upon Adjective Order
Authors: Scheffelin Margaret
Published: December 2008

Children's choice of attribute-order in verbal descriptions of objects and in response to different orders of modifiers was studied. Two types of tasks were examined: production and comprehension. Children were asked to label eight blocks which differed in one value of one attribute and to discriminate the one block of a set of four described to them in one of the six possible orders of color, size, and material. Latency scores were recorded by the child's pushing a switch in front of the block he would choose. The two production tasks were designated as the verbal description of the objects before (P1) and after (P2) the comprehension task. Comprehension (C) was determined by latency of response to the oral instructions in the visual discimination task. Eighteen children, ages 4 through 7, participated, each serving as his own control and performing the three tasks. The results showed sex differences in the comprehension task: the boys responded faster to the second most common order in English (color, size, material) while the girls responded faster to the most common order (size, color, material).
Problems in the Diagnosis of Dyslexia
Authors: Ables Billie S. , Aug Robert G. , Looff David H.
Published: December 2008

In order to give concrete application to some of the current problems and disagreements in defining and conceptualizing “dyslexia,” the authors report here the total diagnostic evaluation of an eight-year-old boy of normal intelligence who had a severe reading disability. The evaluation included psychiatric and neurological examinations as well as psychological testing. There were multiple inconsistencies and contradictions in the clinical findings, so that clear-cut diagnostic and etiologic inferences from these findings were not justified. The findings were reviewed in terms of how they might support two different etiologic interpretations. Nevertheless, that such uncertainty as to diagnosis and etiology need not impair the effectiveness of remediation and treatment, is demonstrated in this boy's case.
Language-Learning Outline
Authors: Thompson Guy W.
Published: December 2008

The outline can be used as a descriptive and prescriptive guide for the teacher in determining the child's lowest levels of consistently successful functioning so that language-learning at the higher levels can be reinforced. Since this is a process approach, it is not dependent upon any particular content area and can be adapted for use in any language-learning situation. The Language-Learning Outline describes seven variables of language-learning processes: (A) Relations between self and environment, (B) Sensory channel for communication, (C) The abstraction process, (D) The size and extent of the unit, (E) The symbolic form of the unit, (F) Movement in space, and (G) Memory. Relationships between the various process categories are arbitrary and depend upon situational variables. Within each category there are three levels, ranging from infant development to full language maturity.
Guidelines on the Use and Medical Effects of Psychostimulant Drugs in Therapy
Authors: Solomons Gerald
Published: December 2008

Psychostimulant drugs have been used for the past 30 years in the treatment of children with behavior disorders, hyperactivity, and learning problems. Difficulties with operational definitions and complicated methodology which haw hampered the determination of efficacy of such medication are discussed. Research on the site and mechanism of action of psychostimulant drugs is reviewed. The decision to initiate drug therapy for children with minimal cerebral dysfunction is now complicated by the climate the times - the social revolution, particularly among the young, and above ail, the present drug culture. A discussion of the therapeutic regimen is included.
Effects of Amphetamine Therapy and Prescriptive Tutoring on the Behavior and Achievement of Lower Class Hyperactive Children
Authors: Conrad W. G. , Dworkin E. S. , Shai A. , Tobiessen J. E.
Published: December 2008

The present study had two primary objectives: (1) to evaluate the relatively long-term (4-6 months) effects of dextroamphetamine on the behavior, achievement, and perceptual-cognitive functioning of hyperkinetic children; (2) to compare the effects of dextroamphetamine and prescriptive perceptual-cognitive tutoring. Sixty-eight children matched for intelligence and degree of hyperactivity were assigned to the following groups: placebolno tutoring; placebo/tutoring; dextroamphetamine/no tutoring; and dextroamphetamine /tutoring. Double-blind procedures were used in the administration of medication. Results indicate that dextroamphetamine contributed to a reduction of hyperkinetic behavioral symptoms and to improvement in performance on various measures of perceptual motor and cognitive development. Twice-a-week tutoring for an average of 20 weeks resulted in gains on some WISC subtests but was clearly not as effective as medication. Neither experimental condition significantly influenced academic achievement as measured by the Wide Range Achievement Test. Implications for the management and instruction of hyperkinetic children are discussed.
The Visual Auditory-Verbal Program
Authors: Forrest Elliott B.
Published: December 2008

The rationale and organization of a four stage program designed to aid those children exhibiting the V/A-V Syndrome – a specific, localized and resistant reading problem in which a youngster may demonstrate a good visual memory for words but cannot translate visual-sound symbols (written words) back into their original sounds, symbol by symbol.
A Computer Study of Selected Features of Self-and-Other Drawings by 385 Children
Authors: Cohen Stephen M. , Money John , Uhlenhuth Eberhard H.
Published: December 2008

This study of children's drawings establishes criteria for normal school children. Against these criteria the educational psychologist will be better able to evaluate the drawings of children with learning disabilities.
Booke Reviews
Authors: Scheffelin Margaret
Published: December 2008

Psycholinguistic Learning Disabilities Diagnosis and Remediation, Kirk, Samuel A. and Kirk, Winifred D., Urbana, Ill.: University of Illinois Press, 198 pp., $2.45.
Paradoxical Values in Learning Disabilities
Authors: Kass Corrine E. , Johnson Marilyn
Published: December 2008

Better education for handicapped children is a shared value of all educators. This article explores some of the paradoxes in relating clinical and educational values to the field of learning disabilities. The three paradoxes selected for discussion were: (1) in education, in general, we believe in self-realization, with recognition of individual differences; while in learning disabilities we believe that self-realization is possible only when some individual differences in abilities (deticits) are erased through remediation; (2) in education, we believe in developmental progression toward competency in academic and social relationships; but at the same time, clinical assessment suggests that drastic intervention measures are frequently necessary to ensure developmental progression; (3) we believe in integration of exceptional children in the regular classroom, placing upon the regular teacher the primary responsibility for their learning; but at the same time we believe that specialists must be trained to diagnose and plan clinical-educational programs for children with learning disabilities.
Teacher Education and Youngsters with Learning Problems, Part III
Authors: Adelman Howard S.
Published: December 2008

In the preceding two articles in this series, the focus has been on exploring the general issues and problems related to improving the quality of teacher education programs. The question now arises as to what additional substantive issues and problems must be clarified with reference to personnel who are to have an impact on pupils with learning/behavior problems. However, before this question can be answered intelligently, it is necessary to clarify the nature and scope of the pupil population involved. Therefore, the first parts of this third and final installment are devoted to a brief summary of this writer's views regarding that pupil population, including a statement of some implications of these views for classroom practices; the remainder of the article explores additional issues and problems with reference to special education personnel.
Vision and The “Right to Read” Effort
Authors: Bing Lois
Published: December 2008

If the Right to Read effort is to have more than nominal success, all concerned professions must take a critical look at their particular contribution to a child's general success in learning and his success in learning to read in particular. In this paper, I shall attempt to bring a better understanding of vision as it operates for learning to all professions concerned with the success of the Right to Read effort. Vision is shown to be a complex process, including physical, physiological and psychological aspects. The importance of the efficient fuctioning of the physiological phase of vision is stressed along with the need to appraise all three aspects operating together as a unit in the dynamic process of vision as learning takes place by seeing. Since perception is the final phase of the total process of vision, the optometrist along with the educator and psychologist, is concerned with perception. If the child has a right to learn to read, he also has a right to a full appraisal and understanding of his ability to meet the demands made upon him in a learning situation. A full appraisal of a child's vision ability as related to learning requires careful testing of all three aspects of vision: physical, physiological and psychological.
Hyperactivity and the CNS
Authors: Weithorn Corinne J.
Published: December 2008

The “hyperactive child” syndrome presents many problems with respect to diagnosis and research. Several theoretical formulations about the relationship of the CNS to hyperactivity suggest it may be due to a disruption in the cortical excitation-inhibition cycle. However, there is as yet little conclusive evidence linking specific neuronal events to the overt behavior. There is a need to be aware of the complex, multifaceted nature of the etiology of hyperactivity.
Reading Disabilities
Authors: Zamm Michael
Published: December 2008

A basic problem of urban school systems is their difficulty in teaching many black and Puerto Rican children in poverty areas to read. A theory of cognitive integration is one possible answer to this problem. The theory holds that many black and Puerto Rican children have difficulty in making total integrated responses to words and that this is indicative of a deeper problem of cognitive disintegration, which blocks not only the child's reading of words but his comprehension as well. The developmental basis of such difficulties, when the writings of Hunt, Piaget, and Hebb are considered, lie in a poverty of key tactual and emotional experiences at crucial stages in development, causing difficulties in coordinated neural functioning, which can form the basis of cognitive dysfunction. Possible remedies for such problems lie in the use of a reading and cognitive development design, which stimulates diagnosis at every stage, learning at an individual pace, rejection of any unidimensional programs, and support for a multi-method treatment approach.
Programs, Materials and Techniques
Authors: Bannatyne Alex
Published: December 2008

The variety of programs papers, books and methods reviewed this month is as broad as ever. The set of readers complete with teacher's guides from Let's Save The Children. Inc. bring a novel breeziness to children's language and reading training. Though the books are inexpensive and terse, most children will revel in this interesting program.

Eli Bower's book on identifying emotionally handicapped children is not new though this is a recently revised edition. However it is such an important book for “saving children” (this seems to be our theme this month) and for the mental health of society in general that every teacher, psychologist and administrator needs to read it carefully.

Following an account of the Desk Tape Letter Lines is an excellent practical book on reading by Nina Traub, with Frances Bloom. It is highly recommended to all learning disability teachers.

Rehabilitation of the Physically Handicapped is a fascinating and informative book which recounts in detail the nature of various physical disorders which plague the human race and which can make the childhood of many a time of misery, fear and pain. Finally I have written a short section for teachers on the learning problems of many highly gifted children. Watch for them and insure that they get the assistance they need to live happy productive lives.
A Parent's Guide To Amphetamine Treatment of Hyperkinesis
Authors: Fowlie Barbara
Published: December 2008

This article suggests specific ways in which the parents of a child requiring treatment with stimulant drugs can most effectively administer the prescribed medications — ways in which they can bridge what is often a communication gap between their child's doctor and teacher. A parent's insights, gained from first-hand experience, attempt to support and reassure other parents involved with such a treatment program.
Visually Mediated Thinking: A Report of the Case of Albert Einstein
Authors: Patten Bernard M.
Published: December 2008

Statements of contemporary scientists, a psychologist friend of Einstein, and the eminent physicist Albert Einstein himself all indicate that the creative thought process responsible for the relativity theory and all the other Einsteinian innovations was completely nonverbal and was mediated through the constructive manipulation of mentally visualized images. A biographical review shows that Einstein had a disability in verbal realms that contrasted sharply with his ability in nonverbal spheres of activity. The scientist's poor school work, childhood misbehavior, and deficient and delayed language skills are explainable by a developmental defect in verbal learning probably due to a dysfunction of the dominant hemisphere. With the same considerations, his extraordinary visual and spatial abilities can be explained by a compensatory increase in function of the nondominant hemisphere. This scientific genius was able to overcome a handicap by circumventing the verbal modality in which he was deficient, achieving greatness through an unusual way of visual thinking. I suggest that other people might benefit from a similarly applied strategy for solving problems, and that our present verbally oriented educational system may be preventing geniuses in visual thinking from achieving their full potential.
Programs, Materials and Techniques
Authors: Bannatyne Alex
Published: December 2008

This month I have reviewed two major and quite well established programs. The Peabody Language Development Kits have been considered in some detail and may prove useful with younger disadvantaged and mentally retarded children. The Miami Linguistic Readers were designed for children learning English as a second language. They, too, can also be useful with disadvantaged children. Psychologists and counselors will be interested in the collection of papers entitled Counseling Parents of The Emotionally Disturbed Child. It is very complete and informative. The other books, of a very practical nature, are published by the Love Publishing Company, written by individuals from the Santa Monica Project. Both books should prove valuable to the learning disability teacher.

Some of you may wonder why I summarize the contents of programs materials and practical books in such detail. The reason is that this feature is intended to be more than just a review. My objective is to give enough information to provide professionals with spin-off ideas of their own or alternatively, to create their own versions of the materials if they so wish. Another advantage of a detailed report of content is that readers can have enough information from which to make their own judgment about the resources reviewed.

Please let me include in this column ideas or practical techniques you have found useful in classroom or clinic. Send them to me at 6950 North Kendall Drive, Miami, Fla. 33156.— A. B.
Assessment of Two Methods of Teaching Phonic Skills to Neuropsychiatrically Impaired Children
Authors: Richardson Ellis , Winsberg Bertrand G. , Bialer Irv
Published: December 2008

Eighteen severely retarded readers in a state hospital school were given six hours of phonic skills instruction in brief, small-group sessions. Nine subjects were taught with a commercially available program. The remaining nine received an experimentally developed program. Comparison of pre- and post-test scores on a Phonic Skills Test showed instruction had significantly improved phonic skills in both groups. Results also showed that the experimental group had learned to generalize the skills, whereas the group that had received the commercial program had not. It was concluded that the experimental program offers possibilities for providing effective instruction in hospital schools.
Some Thoughts on Group Identification
Authors: Kronick Doreen
Published: December 2008

The quality and depth of a learning-disabled person's group identification may be significantly related to his mental health, self-concept and self-esteem, and societal conformity. The learning-disabled child may feel alienated from his family and they from him because they do not share his experience and have difficulty discovering ways wherein he can be a rewarding family member. There is a tendency to arrange recreation experiences for a child without taking into account his readiness for sheltered or integrated reaction, the implications of sheltered recreation on peer identification, or whether the desired social learning can take place in a sheltered program. The knowledge to assist families to appreciate the child's role in the family is available, but that knowledge must be translated into services. Similarly, the expertise exists to determine a child's social readiness and match that to a model in which there is an active thrust towards normalcy. The importance of utilizing this knowledge and expertise must be recognized.
Linguistically Based Training Programs
Authors: Gottsleben Robert H. , M.A. Gail Buschini , M.A. Dorothy Tyack
Published: December 2008

A child's baseline speaking skills are determined prior to training through analysis of 100 spontaneous utterances. Analysis of this language sample considers linguistic constructions, features within these constructions, number of words/utterance and number of morphemes/utterance. The resulting information enables clinicians to program language learning tasks for a specific child in accordance with developmental language sequences. Language programs developed by clinicians follow conventional programming and reinforcement principles and are appropriate for individual or small group training. The training procedure follows these steps: (1) language sampling; (2) analyzing the sample; and (3) training.
Ability Tests and Cultural Heritage: The Draw-A-Person and Bender Tests in Aboriginal Australia
Authors: Money John , Nurcombe Barry
Published: December 2008

Apparent learning disability, as measured by European/American tests and examinations, may, in fact, represent a false positive and an artifact of the testing, when the subjects are members of an ethnic culture in which traditions of skills and knowledge do not match those of the culture of those who devised the test. For an authentic estimate of abilities, one must have tests that fit the cultural traditions of the subjects being tested. This principle is extremely relevant to the testing of members of minority cultures in the United States, as well as of Aboriginal Australians who provided the raw data for this paper. In nonminority cultures, the same principle may also be relevant to the testing of a child with a learning disability; for a learning disability may, unsuspectedly, be the specific response of a particular child to his family's inchoate, covert, and paradoxical tradition, directive, or taboo against a specific facet of learning.
programs, materials, and techniques
Authors: Bannatyne Alex
Published: December 2008

Those who teach children elementary mathematics will welcomeA Guide To The Diagnostic Teaching of Arithmetic by Dr. Fredricka Reisman. Her book fills a large gap in the literature pertaining to learning disabilities. In this month's contributions there are three programs, in book form, for teaching disadvantaged children, preschool children and young learning disability children. The methods ofBereiter and Engelmann, though well known, have recently received a validating boost from comparison research.Ronnie Stephanie Goodfriend's approach is more traditional but in a “modern” sense, whileMarion Blank presents important techniques for investigating and enriching the language, communication systems and personal relationships between teacher and child, especially in a one-to-one tutoring situation.Nicem Indexes will help resource seeking people find what they want, whileComputex will help teachers, research workers and even children find score percentages quickly. Another good book which can form the basis of a self-development personality training program isI Have Feelings by Terry Berger. Mathematics again comes into the picture with theSay-it games, and math is also one of the subjects in the book onmusic-based instruction by Reichard and Blackburn. All these book programs and devices are worthy of your close attention as each has something concrete to contribute to the education of learning disability, preschool and disadvantaged children. Incidentally preschool programs can often go a long way topreventing learning disabilities and that is why they deserve such close attention. Some day in the not too distant future all learning disability children should receive such closely prescribed corrective instruction in nursery school kindergarten and grade one that their specific learning disabilities will not be a handicap in their school careers.
The Peabody Individual Achievement Test as a Clinical Tool
Authors: Wilson John D. , Spangler Paul F.
Published: December 2008

Eighty-three children and adolescents referred because of learning difficulties were tested using the Peabody Individual Achievement Test (PIAT) and one or more standard measures of intelligence as part of a larger array of evaluations. Moderate positive correlations were found between the PIAT and the three measures of intelligence employed. These correlations increased significantly when statistical adjustments were made for age differences. Reliability coefficients and standard errors of measurement were calculated for all PIAT subtests. Clinical aspects of the PIAT are discussed.
Computer Simulation
Authors: Lerner Janet W. , Schuyler James A.
Published: December 2008

This paper describes the use of computer simulation of the diagnostic process—a meth-od of training learning disabilities specialists. Prospective learning disabilities specialists gained experience in the diagnostic process via operational computer simulations. The simu-lated settings provided a way to bridge the gap between courses in theory and the actual clinical experience.
Pemoline (Cylert®) In The Treatment Of Childhood Hyperkinesis
Authors: Page John G. , Janicki Robert S. , Bernstein Joel E. , Curran Charles F. , Michelli Frank A.
Published: December 2008

A controlled, double-blind study using pemo-line and placebo in the management of hyper-kinetic behavior associated with minimal brain dysfunction is described. Improvement in gross behavior as measured by parent, teacher and physician global evaluations, as well as improve-ment in cognitive and perceptual function as measured by psychological tests, is recorded for the pemoline group. This was achieved with minimal side effects on a once-daily dosage regimen, indicating that pemoline is a highly useful clinical alternative to the amphetamines and methylphenidate as an adjunct in the management of hyperkinetic behavior.