bluuebunny/crossref_metadata_2025 huggingface dataset:
Urban Second Grade Children
Authors: Gottesman Ruth L. , Croen Lila , Rotkin Laurence
Published: December 2008

Physical, neurodevelopmental, psychoeducational, and child history characteristics were analyzed in second-grade, inner-city children identified as good and poor readers. The children were basically healthy with few findings of physical or neurological abnormalities, but there were significant group differences in the prevalence of “soft signs” and in all psychological and educational measures. Good readers showed a relatively even cognitive profile within the normal range of intelligence. On nonverbal cognitive tests, poor readers scored within the low-average intellectual range, although scores on verbal tests were substantially lower. The neurodevelopmental, language, cognitive, and educational profile of the poor readers suggests that, as a group, they are learning disabled. While environmental deprivation may affect their reading achievement in an adverse manner, the assumption that it is the determining factor is not justified. These children require the same identification, evaluation, and follow-up educational services as their more socioeconomically advantaged peers, who are scrutinized for dyslexia or learning disabilities when they show difficulties with beginning reading skills.
The Efficacy of Stimulant Drug Treatment for Hyperactivity
Authors: Kavale Kenneth
Published: December 2008

This investigation reviews 135 studies examining the efficacy of stimulant drug treatment for hyperactivity. Meta-analysis, the analysis of analyses, is the methodological procedure used to integrate research findings. General findings indicate positive effects for drug intervention. In addition, subsets of data illustrating important behavioral, cognitive, and physiological outcomes were examined. Finally, variation among studies in terms of study features, subject characteristics, and design variables were investigated. Findings were compared and comrasted with previous reviews and showed that the extant literature provides a basis for concluding that stimulant drugs are an effective treatment for hyperactivity.
Institute of Child Guidance and Development at the University of Saskatchewan
Authors: McLeod John
Published: December 2008

The growth and development of the Institute of Child Guidance and Development, a university-affiliated unit, is traced from its establishment in 1968. As well as describing its teaching and research activities, the interrelationship of the institute's influence on community educational needs and practice and the influence of those needs and practices on the institute's functions are examined.
The University of Pittsburgh's Psychoeducational Clinic
Authors: Chandler Louis A. , Siegel Don J.
Published: December 2008

The University of Pittsburgh's Psychoeducational Clinic is described here. The purpose of the clinic is to assist parents and teachers in understanding children and their problems so that effective and efficient intervention can be applied. To further that understanding, the clinic employs a decision-making model for the clinical assessment of children with learning and behavior problems. In addition to its service function, the clinic provides a facility for student training and research.
Group Counseling with Learning Disabled Children
Authors: Amerikaner Martin , Summerlin Mary Lue
Published: December 2008

Children identified as learning disabled often have concurrent emotional and interpersonal difficulties. Beyond their academic difficulties, a “spiral'' can occur in which others' perceptions of the child's behaviors and the child's self-perception interact, enhancing the likelihood of the child's expecting and then experiencing social failures. This study examined the effects of two group-counseling approaches –-social skills and relaxation training–-on LD children's self-concept and on their in-class behavior, as assessed by their teachers. Forty six first- and second-grade LD children were randomly assigned to one of three conditions–-social skills, relaxation training, or no treatment control. Scores from the Primary Self-concept Inventory and the Walker Problem Behavior Identification Checklist indicated that the Social Skills group had more positive social self-concept scores than the other groups, though there was no difference on personal self or intellectual self, while the relaxation training group was perceived by teachers as exhibiting less acting out and marginally less distractibility than the other groups. Results are discussed in terms of implications for counselors and for researchers in the LD and counseling fields.
A Sociological Perspective on Diagnosing Learning Difficulties
Authors: Bognar Carl J. , W. Martin Wilfred B.
Published: December 2008

Using a symbolic interaction perspective, this study focuses on the extent of agreement between various parties involved in referring children with educational difficulties to a university clinic for psychoeducational assessment. Parent's perceptions, referral agent perceptions, and diagnostic reports were compared by means of a specially devised diagnostic classification system; data were gathered on 240 cases opened in one year in a university clinic. Findings suggest that parents are most likely to seek cutside help when they disagree with the interpretation of difficulties by the school; that referral agents (physicians, psychologists, and other professionals) are more likely to seek a second opinion when they agree with the opinions of parents, and that the diagnosis more often coincides with the opinion of referral agents than with parents or schools. These findings are interpreted in light of the problematic nature of the diagnostic process, and the process of working out of individual and collective identities in parent-teacher-referral agent interactions.
Implications of Schemata Theory for Learning Disabled Readers
Authors: Seidenberg Pearl L.
Published: December 2008

Reading disability is not a unitary phenomenon, and the actual causes of difficulty in learning to read vary. Efficient reading requires the acquisition and integration of different skills at different points in the reading process. There are some poor readers who acquire word recognition skills but seem unable to comprehend what they read. The transitional reader who is experiencing difficulties with reading comprehension may not have developed those cognitive strategies that are necessary for the effective processing of written material. Recognizing the specific performance deficits of a disabled reader and the processes that may be implicated in the disability is critical for the development of relevant instructional interventions.
Social Interaction of Learning Disabled Junior High Students in Their Regular Classrooms
Authors: Schumaker Jean B. , Wildgen Jan S. , Sherman James A.
Published: December 2008

Pairs of learning disabled and nondisabled junior high students were observed in their regular classrooms using a continuous recording system. A number of social behaviors and socially related characteristics were observed in the target students and in the teachers and peers with whom they interacted. Results show that LD adolescents do not appear to be social isolates in the classroom. They speak as often to peers and to as many different peers as the non-LD students. The differences between the two groups appear to lie in the areas of attending to the teacher when the teacher is making statements to the class and socially related appearance factors (e.g., grooming, physical attractiveness, etc.).
A Preliminary Study of Syntax in the Written Expression of Learning Disabled Children
Authors: Anderson Peggy L.
Published: December 2008

Syntax in the written expression of five normal and five learning disabled fourth graders was assessed. Samples of written language were scored using the method prescribed for obtaining a syntax quotient in the Picture Story Language Test (Myklebust 1965). The syntax of the LD group was found to be significantly deficient when compared to that of the normal group. Previous research has documented the syntactical deficiencies in the oral language of LD children. The findings of this report suggest that syntax problems also are likely to be found in the written language of these children.
Biofeedback-Induced Relaxation Training and Impulsivity, Attention to Task, and Locus of Control Among Hyperactive Boys
Authors: Omizo Michael M. , Michael William B.
Published: December 2008

This study examines the effects of biofeedback-induced relaxation training on impulsivity, attention to task, and locus of control among 32 hyperactive boys. Subjects, who were identified through teacher ratings on the abbreviated form of the Conners' Behavior Rating Scale, were randomly assigned to experimental (n= 16) and control (n= 16) groups. The experimental treatment consisted of four sessions of biofeedback-induced relaxation training spaced approximately two weeks apart. Multivariate analysis of variance results indicated a significant difference between groups, F (3, 28) = 19.62, p<.01. Univariate F tests and discriminant analysis procedures revealed that impulsivity and attention to task measures were significant discriminators, both p<.01. The locus of control variable did not prove to be a valid discriminator. It was concluded that biofeedback-induced relaxation training increased attention to task and reduced impulsivity but did not affect the measure of locus of control on the population studied.
Some Developmental and Behavioral Problems Associated With Bilateral Otitis Media with Effusion
Authors: Silva Phil A. , Kirkland Coralie , Simpson Anne , Stewart Ian A. , Williams Sheila M.
Published: December 2008

Results from otological and audiological examination of 879 children are reported. A group of 47 children with bilateral otitis media with effusion (OME) was compared with those who were otologically normal (N = 355) to determine whether they differed in background characteristics, speech articulation, language or motor development, and intelligence or reported behavioral problems. The results showed that while the children with bilateral OME did not differ in terms of background characteristics, they were significantly disadvantaged in speech articulation ability, verbal comprehension, motor development, and intelligence. They also had significantly more behavior problems. The finding that OME was associated with developmental and behavior problems in children suggests a need to identify this problem in children as a first step toward therapeutic intervention.
Controlling IQ Differences Between Reading Disabled and Normal Children
Authors: McLeskey James , Rieth Herbert J.
Published: December 2008

Learning disability research has been the subject of much controversy in recent years. The research concern addressed in this paper relates to the equivalence of selected samples of learning disabled and normal children on measures of intelligence. LD and normal children often differ on measures of intelligence, as normal children score higher; intelligence test scores also are not similarly correlated with achievement measures for LD and normal children. This difference often is controlled in research investigations using analysis of covariance. When this procedure is used with LD children, assumptions underlying analysis of covariance frequently are violated. To illustrate this point, an empirical example is reviewed, with an interpretation of results when using analysis of covariance and an alternative procedure. Although specific procedures may be used with given samples of LD children to control for the IQ score difference, more research is needed to further clarify the nature of this difference.
A Directory of College LD Services
Authors: Cordoni Barbara
Published: December 2008

In the May issue of the Journal, our efforts to develop information on college programs, support groups, and resources for youth and adult learning disabled were described. This article is the result of that effort.
Individual Differences in the Cognitive Processes of Reading: II. Text-Level Processes
Authors: Stanovich Keith E.
Published: December 2008

For those who missed last issue's introduction to the Topical Review series, this new monthly feature is designed to provide a continuing series of authoritative reviews on topics of central importance to the field of learning disabilities. While some reviews may focus on basic research on the physiological, cognitive, or social characteristics of learning disabled children, others will examine evidence for the efficacy of various remedial techniques. The present article is a continuation of last month's discussion of individual differences in cognitive processes related to reading. The article contains an excellent presentation of recent research that demonstrates several different ways the ability to use context can influence reading performance.---J.K.T.

The literature on individual differences in cognitive processes that operate at the text level is reviewed. Less-skilled readers display performance deficits on a wide variety of short-term memory tasks, probably due to an inability to efficiently employ various memory strategies, and most certainly due to inadequate phonological coding. Poor readers are not characterized by a general ability to use contextual information to facilitate word recognition. However, situations where such readers fail to utilize context to facilitate ongoing word recognition will arise when their slow and inaccurate decoding of words renders the context useless. Poor readers do display comprehension deficits that are independent of word-decoding skill, due to deficient syntactic abilities and to more general metacognitive strategies. The general conclusions from this review and from Part I are discussed.
A Follow-up Study of Psychoeducational Recommendations
Authors: Williams Fern , Coleman Margaret
Published: December 2008

Psychoeducational evaluation of children with learning problems is a service provided by a variety of educational agencies. However, previous research raises the question of efficacy by demonstrating that an appreciable percentage of recommendations made in the evaluations are never implemented. The Learning Abilities Center at the University of Texas undertook a follow-up study to determine the percentage of recommendations from former evaluations that were reportedly implemented. In two consecutive spring semesters, telephone interviews were held with the parents and teachers of students evaluated the previous spring and fall. The cases, 42 boys and 25 girls, represented an age range of kindergarten through 12th grade. Results were categorized according to type of recommendation. Among categories, percentages of recommendations implemented ranged from 38% to 100%. Overall averages showed that 68% of the parental recommendations and 56% of teacher recommendations were implemented. A number of specific barriers to implementation are discussed in conjunction with practical strategies for alleviating the barriers.
Repeated Reading
Authors: Moyer Sandra B.
Published: December 2008

The last two topical reviews focused on individual differences in the cognitive processes related to reading. The topic of this month's review is again reading, but the focus is on educational technology rather than individual differences. Dr. Moyer's paper makes at least two important contributions to the literature on remedial reading techniques. First, it provides a thorough discussion and review of the empirical evidence related to the use of a relatively new remedial technique, multiple oral rereading. Second, it establishes a theoretical context for the potential effectiveness of this technique with problem readers. This latter contribution seems vital because of its potential to add to our understanding of both the reading process itself and the difficulties learning disabled children experience in learning to read.—JKT
Learning Disability
Authors: Ames Louise Bates
Published: December 2008

The diagnosis learning disability is applied all too often and too loosely. Clinical experience at the Gesell Institute of Human Development suggests that a very large percentage of the children referred as learning disabled have been children of apparently quite normal academic potential who simply were overplaced in school. It is recommended that any psychologist or educator involved at least pursue the possibility that the poor school adjustment of any child may be due simply to immaturity and unreadiness for the work of the grade in which the child is placed rather than to some general learning disability.
A Model for Identifying Learning Disabilities in College-Bound Students
Authors: Knowles Barry S. , Knowles Patricia S.
Published: December 2008

The purpose of this study was to determine if the American College Test (ACT) can be used to measure reading ability and if, collectively, the ACT, the Standard Test of Academic Skills (TASK), and grade point average (GPA) can predict a learning disability. The Pearson r was used to measure the relationship between ACT and TASK scores. A multivariate analysis of variance test and Wilks' A test was used to measure differentiation between groups and support the utilization of discriminant analysis. It was found that the ACT can measure reading ability for incoming college freshmen and that, by using ACT, TASK scores, and GPA of incoming college freshmen, a prediction can be made of a learning disability with an 84% accuracy. It was concluded that further research was needed to determine generalizability of the findings to colleges and universities throughout the nation.
Physiological Manifestations of Learning Disability
Authors: Dykman Roscoe A. , Ackerman Peggy T. , Holcomb Phillip J. , Boudreau A. Yvonne
Published: December 2008

This article reviews the physiological studies that have been done on non-hyperactive learning disabled youngsters. It excludes the electrocortical and electroencephalographic literature which, because of its voluminous nature, will require a separate article. Most of the physiological research that has been done and reviewed here involves two autonomic functions, heart rate and skin conductance, obtained in experimental paradigms assessing arousal, orienting, and attention. The evidence reviewed indicates some degree of attentional deficit in LD children, but does not necessarily imply brain damage or brain dysfunction.
Special Education and Medicine
Authors: McDonald Ann , Carlson Karen , Palmer Douglas , Slay Tana
Published: December 2008

A random sample of physicians across the state who were likely to be in contact with parents of handicapped children were surveyed regarding such issues as their knowledge of Public Law 94-142, the impact of this legislation on their practice, their medical school training in the areas of emotional disturbance, learning disabilities, and mental retardation, and their interactions with parents and local school programs. Only 64% of the sample were familiar with this legislation; however, nearly that many were interested in receiving more information regarding this law as well as programs that serve handicapped children. Current response to the needs of parents of handicapped children and implications for future possibilities are discussed.
Spelling Error Profiles of Able and Disabled Readers
Authors: Carpenter Dale
Published: December 2008

The present study sought to determine if the spelling error patterns of 30 disabled readers differed from the error patterns of 40 younger able readers and 37 able readers of the same age. Discriminant analyses indicated distinguishing patterns, primarily between the disabled readers and the older able readers. The use of phonetic strategies seemed to constitute the major difference between the two groups. The disabled readers exhibited more unrecognizable spellings when spelling either regular or irregular words.
Metacognition and the Adolescent Passive Learner
Authors: Wiens J. Wayne
Published: December 2008

The literature on metacognition, particularly the studies by A.L. Brown and J.H. Flavell, are reviewed, and it is argued that a learning disabled adolescent may become a more active learner by being taught a system of strategies for learning. The methodology is based on the assumption that self-awareness of thinking processes is a developmental ability, which can be encouraged by training in metacognitive skills. Systematic instruction in how to overcome learned helplessness and the creation of motivation are necessary if the LD adolescent is to overcome inactivity, dependency, and presumed incompetence. The creation of motivation involves the recontextualization of school learning as well as the teaching of self-questioning techniques that improve students' ability to predict, plan, and monitor their comprehension and memory. In short, comprehension skills, motivation, and metacognitive skills are interdependent. By improving one, the student can expect to improve the others.
Information Processing and the Slingerland Screening Tests
Authors: Meyers Marcee J.
Published: December 2008

The application of an information processing model for diagnosing and remediating learning disabled children is the focus of much debate. Although this approach is widely practiced in classrooms, advocated by many leaders in the field, and included in federal definitions, the empirical literature is not supportive, and many researchers are ready to dismiss its validity. One of the problems associated with this approach is the assessment instruments. This article reviews both sides of this controversy and suggests the use of the Slingerland Screening Tests as an alternative diagnostic tool for examining information processing skills. A brief overview of this test is presented as well as a discussion of advantages and purposes relevant to the information processing approach. Implications for subsequent research are suggested.
The Birthdate Effect
Authors: Diamond Grace H.
Published: December 2008

There are high positive correlations between the percentages of learning disabled children and their months of birth in Hawaii. The relationships are similar for the sexes and do not decrease with age. The LD children born early or late in the year show differences in variability of IQ subtests and age of referral. This, together with a trend towards IQ differences, suggests that simple immaturity at school entrance is an insufficient explanation for the relationships observed. An investigation of the neuropsychological characteristics of early-born and late-born LD children is in progress.
“One Jumped Off the Balance Beam”
Authors: Kavale Kenneth , Mattson P. Dennis
Published: December 2008

This study reports the findings of a meta-analysis, the application of statistical methods of data synthesis from individual studies, reviewing 180 studies assessing the efficacy of perceptual-motor training. The primary finding indicated that perceptual-motor training is not an effective intervention technique for improving academic, cognitive, or perceptual-motor variables. The data were refined into more discrete groupings spanning the diverse assortment of outcomes, programs, subject, grades, and design variables. For each aggregated subset, support was rendered for the primary finding. It was concluded that extant research, although possessing methodological flaws not allowing definitive conclusions in previous narrative reviews, has demonstrated that perceptual-motor training is not effective and should be questioned as a feasible intervention technique for exceptional children.
Implications of Research
Authors: Chisholm Linda A.
Published: December 2008

A learning resource teacher reviews some of the current articles (especially concerning aspects of reading) in the learning disabilities journals as they relate to research from other sources and the utilization of this information in the resource classroom setting. Such information is often fragmented and confusing. Yet informal testing of research is continual in the classroom, and the teacher is dependent on this information for growth. Concern is expressed regarding cuts in funding for research.
Coping Strategies for Inefficient Readers
Authors: Snyder Russell D.
Published: December 2008

Strategies are available to help the inefficient reader cope with situations where reading skill ordinarily would be required. The teaching of these strategies could be incorporated into remedial reading instruction. Using appropriate strategies, an inefficient reader often can enjoy a relatively successful higher education and employment. The inefficient reader can achieve a meaningful and rewarding position in our society.
The Effects of Creativity Training on Learning Disabled Students' Creative Written Expression
Authors: Jaben Twila H.
Published: December 2008

Forty-nine pupils from intermediate-level learning disabilities classrooms served as subjects. The Torrance Tests of Creative Thinking were used as pretests and posttests to measure the effect of creativity instruction on the creative writing skills of the subjects. For 14 weeks the Purdue Creative Thinking Program was used to stimulate the LD experimental group's creative thinking. Subjects in the LD experimental group made significantly greater scores than a control group on the creative thinking variables on the verbal (written expression) subtests of the Torrance Tests of Creative Thinking.
Learning Disabilities and Conductive Hearing Loss Involving Otitis Media
Authors: Reichman Julie , Healey William C.
Published: December 2008

This article examines the relationship between mild conductive hearing loss associated with otitis media and auditory, language, and academic performance of children. The nature of conductive hearing loss in children is explained. A review or research studies focuses on the following topics: (1) prevalence of otitis media among learning disabled children, (2) effects of early-onset, persistent otitis media on auditory, language, and academic skills of children, and (3) effects of early onset, resolved otitis media on auditory, language, and academic skills of children. Suggestions are made for identifying children who may be at risk for developing psychoeducational sequelae. In addition, approaches to intervention with at-risk children and directions for future research are presented.
Hyperactivity and Diet Treatment
Authors: Kavale Kenneth A. , Forness Steven R.
Published: December 2008

This paper is a review of primary research investigating the Feingold hypothesis which suggests diet modification as an efficacious treatment for hyperactivity. The techniques of meta-analysis were used to integrate statistically the findings from 23 studies. The primary finding indicates that diet modification is not an effective intervention for hyperactivity as evidenced by the negligible treatment effects which are only slightly greater than those expected by chance. When the data were refined into groupings related to outcome and design variables, support was rendered for the primary finding. It is concluded that extant research has not validated the Feingold hypothesis and that diet modification should be questioned as an efficacious treatment for hyperactivity.
College Learning Disabled Writer
Authors: Gregg Noel
Published: December 2008

Research is beginning to investigate the written composition of college learning disabled writers with greater care given to the task required and the measurement tool. Results are indicating that learning disabled college students who have underlying processing deficits may require different instructional objectives from those needed by college basic writers who have limited instruction or difficulty with the composing process. The balance of this article concentrates on two topics important to educators working with college writers. First, a discussion of error patterns of college learning disabled, normal, and basic writers across different tasks is presented. Second, a few instructional approaches successful in improving the written language skills of college learning disabled writers, such as sentence combining and guided compositions, are discussed.
A Comparison of the Phonic Decoding Ability of Normal and Learning Disabled Children
Authors: Kochnower Jeffrey , Richardson Ellis , DiBenedetto Barbara
Published: December 2008

Twenty pairs of children from normal class placements (mean age = 8.0 years) and a learning disability program (mean age = 10.3 years) were matched on reading level, as measured by a test of basal word recognition, and on IQ. All children were tested on phonetically regular real and nonsense words to determine if the learning disabled children would have relative difficulty on tasks that measure the use of letter sounds in decoding. The normal readers were able to read significantly more regular real words and nonsense words than were the LD children. It is concluded that reading disabled children experience specific difficulty in learning to use the phonetic code to unlock unknown words. It is suggested that this deficiency interferes with the normal development of a child's reading vocabulary and is, therefore, an important causal factor in reading disorders. Implications of the results for corrective intervention are discussed briefly.
Verbal Rehearsal and Visual Imagery
Authors: Rose Michael C. , Cundick Bert P. , Higbee Kenneth L.
Published: December 2008

Investigations were made of the effects of verbal rehearsal, visual imagery, and “unaided” instruction on reading comprehension in learning-disabled children. In the main experiment, 30 learning-disabled children were randomly assigned to verbal rehearsal, visual imagery, and “unaided” instruction groups. Retention was measured immediately after reading the story; after 15 minutes; and one week later. A 3x3 analysis of variance found that verbal rehearsal and visual imagery significantly increased comprehension. A small-N study conducted later to determine the effects of mnemonic instruction over repeated sessions with four learning-disabled children with different WISC-R patterns yielded similar results. These studies support the contention that reading comprehension difficulties among learning-disabled children are partly due to inefficient memorization strategies, and demonstrate the efficacy of practical, cost-effective mnemonic-training procedures which significantly increase reading comprehension in learning-disabled children.
Intelligence and Lead Toxins in Rural Children
Authors: Thatcher R. W. , Lester M. L. , McAlaster R. , Horst R. , Ignasias S. W.
Published: December 2008

Hair lead content, intelligence tests, school achievement, and motor impairment assessments were obtained from 149 public school children aged 5 to 16. Hair lead concentration significantly discriminated between groups and significantly predicted IQ scores, independent of group classifications. Regression analyses showed a significant negative correlation between lead and intellectual functioning, even in the normal to gifted IQ range. These results demonstrate a continuous inverse relationship between intelligence and relatively low levels of body lead in which the higher levels of cognitive function are affected before any signs of gross motor impairment are seen.
Adaptive Classroom Behavior of Learning Disabled Students
Authors: McKinney James D. , Feagans Lynne
Published: December 2008

Historically, the goal of most descriptive research on learning disabilities has been to document intellectual or neurological differences between learning disabled and normal children. However, most researchers and teachers would acknowledge that classroom achievement not only depends on cognitive skills but also on certain behaviors that are adaptive to the demands of the classroom environment. This month's Topical Review assesses what is currently known about how learning disabled children behave in the classroom. In treating this subject, the authors have asked a number of interesting questions beyond the basic one of describing differences between learning disabled and normal children. For example, they consider whether the information provided by teacher ratings and direct observation is similar, and they also assess the relationship between classroom behavior and academic achievement. It seems clear from the data presented in this review that an understanding of the classroom behaviors of learning disabled children is important to any complete description of their difficulties in school.---J.K.T.
A Qualitative Analysis of Morphological Ability in Learning Disabled and Achieving Children
Authors: Vogel Susan A.
Published: December 2008

Studies of morphological ability in children with communication disorders have shown that they have significant quantitative deficits. Analyses of these data, to determine if there are qualitative as well as quantitative differences in morphological ability of children with communication disorders as compared with normally achieving children, have produced contradictory findings. In this study, performance of learning disabled and normally achieving children on the Berry-Talbott Language Test of Comprehension of Grammar (an adaptation of Berko's test) was analyzed qualitatively. The percentages of correct responses for items grouped by morphological rule were compared. The major finding was that the LD children did not differ significantly from the normal achievers on categories of items ranked by level of difficulty. The significant quantitative deficits reflect delay in onset and rate of acquisition of morphological rules in the learning disabled rather than a unique, idiosyncratic pattern of response. The results of this study suggest that the learning disabilities specialist should plan language learning goals according to our knowledge of morphological development in normally achieving children.
Learning Disabled or Emotionally Disturbed
Authors: Chandler Harry N. , Jones Karen
Published: December 2008

Prologue: We had accepted as a fact of public school life the proposition that emotionally disturbed students, usually disguised as learning disabled, would come into the resource room. A 10% increase in disturbed and disturbing students in the last school year made us look more closely at how these students are, or are not, identified. This column is for other special education teachers who wonder where LD ends and ED begins.
An Analysis of Performance on Reading Subtests from the 1978 Wide Range Achievement Test and Woodcock Reading Mastery Test with the WISC-R for Learning Disabled and Regular Education Students
Authors: Prasse David P. , Siewert Julaine C. , Breen Michael J.
Published: December 2008

Comparisons were made between the 1978 Wide Range Achievement Test (Reading subtest -- word identification), Woodcock Reading Mastery Test (Word Identification subtest and Total Reading score) and the Wechsler Intelligence Scales for Children-Revised for learning disabled and regular education students. The learning disabled students scored significantly lower than the regular education students on all reading measures. WRAT Word Identification scores were significantly higher than both the WRMT Word Identification and Total Reading scores for both groups. Existing differences in the ability level between the two groups (i.e., learning disabled and regular education) did not solely account for the obtained difference in reading achievement between the groups. The article discusses the subsequent utility of each instrument in the diagnostic process.
Paraprofessionals in Learning Disabilities
Authors: Lindsey Jimmy D.
Published: December 2008

The purpose of this manuscript is to generate information about the paraprofessional concept as it relates to learning disabilities. A brief review of the paraprofessional literature is reported. The possible roles and responsibilities that could be included in a paraprofessional's job description were delineated and discussed. A structured, comprehensive, and flexible approach that LEA's could use to implement the concept was proposed. And the problems that are “inherent” in the paraprofessional concept were identified and possible strategies to eliminate or prevent these difficulties were suggested.
Self-Concept in Learning Disabled Adolescents
Authors: Silverman Rita , Zigmond Naomi
Published: December 2008

A prevailing assumption in the learning disabilities literature is that the learning disabled adolescent has a poor self-concept. The assumption is widely held but has little foundation in research. To test the assumption, the Piers-Harris Children's Self-Concept Scale was administered to LD adolescents in a large urban school system and in urban, suburban, and rural junior high schools. Results indicated that mean self-concept scores of LD adolescents were comparable to those of the age appropriate norm population and to a normal control group also tested. The assumption is rejected and new research directions are suggested.
The Neurobiological and Neuropsychological Foundations of Learning Disabilities
Authors: Obrzut John E. , Hynd George W.
Published: December 2008

This article focuses on the factors that have led to the current interest in the neuropsychology of learning disorders. The validity of the neuropsychological model is examined. Research regarding the neurobiological basis of learning disorders, cerebral asymmetries, and neuropsychological assessment battteries for learning disabilities are discussed.
Auditory-Visual and Temporal-Spatial Pattern Matching Performance of Two Types of Learning-Disabled Children
Authors: Hatchette Robert K. , Evans James R.
Published: December 2008

Normal readers, learning-disabled readers with a visual processing dysfunction, and learning-disabled readers with an auditory processing dysfunction in grades two through four were compared on the following six pattern-matching tasks: auditory-temporal to visual-spatial (At-Vs), auditory-temporal to visual-temporal (At-Vt), visual-temporal to visual spatial (Vt-Vs), auditory-temporal to auditory-temporal (At-At), visual-temporal to visual-temporal (Vt-Vt), and visual spatial to visual-spatial (Vs-Vs). The results indicated a significant difference between the normal readers and the learning-disabled readers on the At-Vs and At-Vt tasks but not on the Vt-Vs task, which was interpreted in terms of learning-disabled readers being deficient in auditory-visual integration rather than temporal-spatial integration skills. A significant effect of learning disability type was also identified on the Vt-Vt and Vs-Vs tasks but not on the At-At or Vt-Vs tasks. These results were discussed in terms of differences in memory. Implications of the results for previous and future studies were discussed as well as possible practical implications for diagnosing modality strengths and instructing learning-disabled readers.
Learning Disabled or Emotionally Disturbed
Authors: Chandler Harry N. , Jones Karen E.
Published: December 2008

“Only through abundant faith, considerable wishful thinking, and a ready willingness to leap chasms of ignorance with bold inferences can anyone claim that much is being learned about those ED children and youth for whom, or in the name of whose diagnostic category, thousands of special education programs have been founded.” [Charlie Lakin, 1983.]
The Relevance of Problems Encountered in Attitudinal Research
Authors: Gajar Anna H.
Published: December 2008

The narrative gives an overview of problems encountered in conducting attitudinal research which include: difficulties with sampling procedures, attitudinal measurement, and attitudinal biases. Implications for researchers include: the need to address the attitudinal biases of each individual involved in the research and the need to develop valid and acceptable attitudinal assessment instruments.
The Slingerland Tests
Authors: Fulmer Susanne , Fulmer Robert
Published: December 2008

This study analyzed the reliability and validity of two widely–used screening tests for academic readiness and for specific language disability: the Pre–Reading Screening Procedures and the Slingerland Screening Tests for Identifying Children with Specific Language Disability. These tests were administered to 1021 heterogeneous students in grades one through six. Student background data, handwriting samples, and Comprehensive Tests of Basic Skills scores were also collected and analyzed. The study's design allowed researchers to develop estimates of reliability (alpha, test–retest, and inter–rater) and validity, including factor analysis. The results indicate that reliability and validity coefficients are well within acceptable limits for the purposes of the tests, and that educational programming decisions can confidently be based on the test results.
Competencies and Skills Required To Be an Effective Resource Teacher
Authors: Davis William E.
Published: December 2008

Resource programs generally are regarded as the most common administrative/instructional vehicle for meeting the educational and social needs of pupils with mild-moderate specific learning disabilities. This study investigated the perceptions of 420 resource teachers (grade levels 1 to 12) in Maine public schools relative to the most important competencies/skills required to be an “effective resource teacher.” Of 32 competencies/skills, identified as the most important were 1) “knowledge and skill in employing a variety of methods for teaching reading” (91.5%), 2) “ability to deal effectively with personal/professional frustrations” (88.9%), 3) “ability to communication with parents” (87.8%), and 4) “knowledge of and skill in a variety of pupil behavior management techniques” (87.4%). Implications of the findings of this study for personnel responsible for the pre-service and in-service training of resource teachers who work with learning disabled pupils include the need for more training in communication and interpersonal skills.
Information Processing Deficits in Children with Learning Disabilities
Authors: Cermak Laird S.
Published: December 2008

The ability of learning disabled children to process, retain, and retrieve verbal information is investigated within a series of information-processing tasks. These investigations reveal that both the rate and level at which these children process information are below the standards set by normal reading contemporaries.
Self-Monitoring of Attention with Learning-Disabled Children
Authors: Hallahan Daniel P. , Sapona Regina
Published: December 2008

This month's Topical Review describes an intervention technique that appears to be helpful with learning-disabled children who have difficulty sustaining attention to classroom tasks. The review should prove particularly helpful to teachers because it provides an in-depth description of the actual implementation of the technique with several children. Another helpful feature of this paper is that it presents the broad theoretical context for the use of self-monitoring techniques in a way that shows how the method is responsive to the special needs of learning-disabled children.—JKT

The primary focus of this article is a review of self-monitoring of attention studies with learning-disabled children. A rationale for the use of this procedure, based upon results obtained from laboratory research in the areas of memory, metacognition, and personal control, is discussed briefly. Following a detailed presentation of two studies conducted at the University of Virginia Learning Disabilities Research Institute, conclusions from the entire series are summarized. Finally, issues related to the use of self-monitoring of attention in a mainstream setting, the question of accuracy in self-monitoring, and self-recording of academic responses are discussed.
Ameliorating Attentional Deficits and Concomitant Academic Deficiencies in Learning Disabled Children Through Cognitive Training
Authors: Brown Ronald T. , Alford Norma
Published: December 2008

The present study investigated the efficacy of a package of cognitive self-control procedures for ameliorating the attentional deficits of 12-year-old learning disabled children. It was hypothesized that a package of self-control procedures would improve academic performance on a number of measures in which learning disabled children generally perform poorly due to faulty attentional processes. Performance on measures of reading, attention, and inhibitory control was improved in these children as a function of the cognitive self-instructional training. The improvement continued to sustain even three months after the training had ceased. Implications are discussed for adapting the techniques utilized in the present study for classes which serve learning disabled children.
Incidence of Learning Problems Among Children with Middle Ear Pathology
Authors: Hutton Jerry B.
Published: December 2008

A telephone survey was conducted to describe the incidence of learning disorders as reported by parents of children who had received surgical treatment for serous otitis media. It was expected that the traditional 12 percent enrollment in special education would be exceeded in the sample of six to ten year old children. However, only 13 percent of the 90 children were enrolled in special education.
Myths and Realities in Automating Special Education Information Management
Authors: Bennett Randy Elliot
Published: December 2008

As a result of state and federal education requirements, administrators must collect prodigious amounts of information on exceptional pupils and special education programs. Automated information management systems are thought to provide numerous advantages for administrators overloaded by paperwork. The lure of these benefits has caused many special educators to rush headlong to automate the information-management function. Technologically inexperienced administrators, however, have been surprised to find their overly optimistic expectations severely challenged by the realities of automated systems. This paper describes three real advantages and five common misconceptions brought to automating special education information management.
Music Teachers Need Your Help
Authors: Atterbury Betty W.
Published: December 2008

There is a present lack of communication between resource teachers and music educators who work with learning disabled children. The possible reasons for this inadequate professional cooperation are divergent schedules and a lack of knowledge as to each other's long and short term goals. An overview of the music curriculum is offered as a beginning step in achieving awareness of these goals. In addition, there are specific problems LD children may have with the music educator's curriculum. They may have problems with music texts because of the excessive visual material or confusing formats. The ability to receive auditory input and respond motorically is used in primary music classes while in intermediate grades there is often auditory and visual input with a precise motor response expected. Resource teachers can aid music specialists by sharing the knowledge regarding a child's normal intelligence and by apprising the music teacher of the child's specific learning strengths and weaknesses which have applicability to music class situations.
Learning Disabled Children as Adolescents
Authors: Pihl R. O. , McLarnon Lydia D.
Published: December 2008

Parents of adolescents who had been diagnosed as learning disabled five years previously and parents of non-learning disabled subjects completed a questionnaire in which they were required to rate their children on 30 bipolar adjectives. These adjectives tested the parents' perceptions of their children in the areas of academic and learning orientation, self--satisfaction, delinquency, flexibility, sociability, social skills, dependency, impulsivity/social ease and television watching. The two groups were differentiated from each other in the areas of self--satisfaction, delinquency, flexibility, sociability and social skills. Learning disabled subjects were rated more toward the negative pole of the bipolar adjectives in each of these five areas. The scores of the learning disabled subjects whose performance IQ score on the WISC or WISC--R was greater than their verbal IQ score were compared to the remaining LD subjects. The ratings of the former group of LD subjects were different from those of the latter group in the area of academic and learning orientation, with the former group scoring more in the negative direction.