bluuebunny/crossref_metadata_2025 huggingface dataset:
Efficacy of Fixed Combination Antibiotics versus Separate Components in Otitis Media
Authors: Howie Virgil M. , Ploussard John H.
Published: December 2008

Ampicillin and a fixed combination of erythromycin estolate-triple sulfonamide suspension proved equally effective in eradicating or ganisms and exudate in otitis media. Triple sulfonamide was not as effective as a number of other drugs tested for eliminating the pneu mococcus, and erythromycin estolate was not as effective as the fixed combination or ampicillin with Hemophilus influenzae.
Hematologic and Biochemical Studies of Turkish Children With Pica
Authors: OkçuoĞlu Çavdar Ayhan , Arcasoy Ayten
Published: December 2008

The present study clearly indicates the presence of iron deficiency anemia in Turkish children with long standing pica for soil and clay. Most of the patients described had marked growth retardation and a lag in bone age. As explanation, the cations in soil and clay seem to enter into an ion exchange retention reaction with dietary iron, zinc and perhaps other trace metals, resulting in the typical complex of deficiency symptoms.
Acute Leukemia during the First Year of Life
Authors: Finklestein Jerry Z. , Higgins Gussie R. , Rissman Edward , Nixon George W.
Published: December 2008

Acute leukemia in 32 infants diagnosed under one year of age was characterized by a higher than usual initial leukocyte count, a high incidence of skin infiltration and a variety of roentgenographic ab normalities. Sepsis and hemorrhage were the common causes of death. The prognosis for survival of children with acute leukemia under the age of one should improve with multiple drug therapy.
Spasmodic Croup in Children
Authors: Melnick Arnold , Berger Robert , Green Gerald
Published: December 2008

A new approach has been described for the treatment of spas modic croup, an illness frightening to both doctor and child. Intermittent positive pressure breathing (IPPB) therapy ap pears to abort acute attacks and eliminate need for tracheotomy.
Hearing Hazard from Model Airplanes
Authors: Bess Fred H. , Powell Richard L.
Published: December 2008

An acoustic analysis of model airplane engine noise on hearing indicated that the dB(A) levels exceeded damage risk criteria for short-term exposure. Tem porary threshold shifts (TTS's) were also obtained in three subjects follow ing a brief exposure to the engine noise. All subjects were found to exhibit TTS's at frequencies above 1,000 Hz. These observations add further support to the recommendation that model airplane fliers should wear ear protection.
Identifying and Counselling the Sexually Active Adolescent Is Every Physician's Responsibility
Authors: Hofmann Adele D.
Published: December 2008

Unwanted pregnancies among teen-agers today are so numerous that they now represent a major health problem for this age group. All physicians with adolescents in their practice are urged to determine which of these are at risk, and then institute preventive measures. The author offers suggestions and guidelines, and reviews the legal aspects.
Electrocardiographic Findings in Iranian Children with Severe Chronic Anemia
Authors: Gharib Reza , Ayazi Shahraini
Published: December 2008

The electrocardiograms of 60 children with severe chronic anemia of vari ous etiologies are reviewed. Twenty-five had repeated electrocardiograms during or after treatment. Abnormal electrocardiograms consistent with mild ischemia secondary to impaired oxygen delivery were found in 11 patients, ten of whom belonged to a low socioeconomic group. The elec trocardiographic changes were variable, relatively infrequent, and mild. They improved or disappeared in eight of the 11 patients, after treatment.
Respiratory Failure and Airway Management in Congenital Cardiovascular Diseases
Authors: Nicodemus H.F.
Published: December 2008

Progress in anesthesiology and surgery has allowed partial and total cor rection of cardiovascular lesions previously considered inoperable. Based on definite criteria, half of the patients two years and under develop respiratory failure immediately before or after operation (fewer when those with uncomplicated PDA are included). Many of those in res piratory failure may be saved by mechanical ventilation through a suit able airway such as an orotracheal, nasotracheal, or tracheostomy tube. The problems common to all artificial airways are here discussed in detail.
Spontaneous Continuous Positive Airway Pressure (CPAP) Breathing in the Management of Acute Pulmonary Edema in Infants
Authors: Galvis Antonio G. , Benson Donald W.
Published: December 2008

This paper reports two cases of acute pulmonary edema successfully treated, when medical management failed, with continuous positive airway pres sure (CPAP) and spontaneous breathing. The clinical, laboratory, and radio logical findings indicate that this technic offers an alternative to mechanical ventilation when respiratory failure complicates pulmonary edema in infants.
Epidemiologic Significance of the Sporadic Case of Tuberculosis
Authors: Sharpe Lawrence D. , Stead William W.
Published: December 2008

In a family epidemic of tuberculosis, 22 members were infected; four of these developed active disease. With the greater proportion of the population, par ticularly children and young adults, tuberculin negative and thus at risk when exposed, such small outbreaks are an ever-present threat. Pediatricians play a vital role in tuberculosis case finding by continued skin testing.
Gangrene of the Extremities in a Newborn Premature Infant
Authors: Schenken Jerald R.
Published: December 2008

Associate Pathologist, Childrens Memorial Hos pital ; Associate Professor of Pathology, University of Nebraska School of Medicine, Omaha, Neb. 68105.
Typhoid and Old Lace, A Grandmother Carrier
Authors: Neumann Alfred K. , Dinbergs Ilga K.
Published: December 2008

An atypical instance of Salmonella typhosa infection in a seven- year-old boy was traced to a grandmother found to be a typhoid carrier. She had no knowledge of ever having had the disease, but was born and raised in a community where typhoid was endemic.
Plague As Seen in South Vietnamese Children
Authors: Burkle Frederick M.
Published: December 2008

Eighty-eight South Vietnamese children with bubonic, bubonic-septicemic and septicemic forms of plague are reviewed. This disease is fulminating in children. Of the various forms of treatment available, tetracycline and chloramphenicol appear to produce a more rapid lysis of toxic symptoms than does streptomycin, and may well avert death by endotoxin shock which streptomycin seems to induce.
Central Nervous System Infections in Hydrocephalus or Myelodysplasia
Authors: Shurtleff David B.
Published: December 2008

Review of the literature and experience with 19 CNS infections in infants with CNS malformations suggest prognosis is not worse with neonates with mal formations and is directly related to virulence of the infecting organism. Re covery is also dependent on treatment that will provide bacteriocidal levels of antibiotic into the infected tissue and fluids and on correction of disturbed in tracranial fluid dynamics, both tissue fluid (edema) and cerebrospinal fluid.
Bleeding Disorder in an Infant Associated with Anicteric Hepatitis
Authors: Poley J. Rainer , Humphrey G. Bennett
Published: December 2008

An 11-week-old infant had an acquired hemo static defect caused by malabsorption of vitamin K. Apparently the steatorrhea caused by anic teric hepatitis precipitated overt clinical man ifestations of vitamin K deficiency in this infant, whose dietary intake of vitamin K had been low.
A Simple Method of Phototherapy: Inexpensive, Blue Incandescent Bulbs
Authors: Tan K.L. , Wong Hock Boon
Published: December 2008

A simple method of phototherapy using blue incandescent lamps is described. Altogether, 128 Chinese premature infants were studied, 68 with and 60 without phototherapy. In spite of the low intensity of illumination (25 to 30 footcandles), the phototherapy group had a significantly lower mean bilirubin level. Seven of 67 control infants needed exchange trans fusion, but none in the phototherapy group. The lamps were effective for "thermotherapy" as well.
Antibiotic Usage in the Management of Acute Laryngotracheobronchitis (Croup)
Authors: Tercero-Talavera F. Ivan , Rapkin Richard H.
Published: December 2008

A comparison of two groups of patients with acute laryngotracheo bronchitis, hospitalized before and after initiation of an educational program in infectious diseases, demonstrated no differences in severity or prognosis despite significant reduction in antirnicrobial usage. These observations show how a "scientific" approach to management of an infectious disease may reduce unnecessary and potentially harmful antimicrobial therapy.
Dermatoglyphics of Congenital Abnormalities without Chromosomal Aberrations
Authors: Shiono Hiroshi , Kadowaki Junichi
Published: December 2008

This review outlines the dermatoglyphics of congenital abnormalities without chromosomal aberrations.

When combined with other clinical features of a particular disease, dermatoglyphics can serve to strengthen a diagnostic impression and may be useful as a screening device to select individuals for additional diagnostic studies.
Constructs and Dimensions of Afrocentric Education
Authors: Shockley Kmt G. , Frederick Rona M.
Published: December 2008

For decades, Afrocentric education has been mentioned as a potential resolution to the many academic and social problems being faced by Black children in U.S. public schools, but, ironically, it has rarely if ever been defined and assessed within mainstream discourses. This article explicates some of historical developments and dimensions of constructs that appear within the literature on cultural reattachment Afrocentric education. Cultural reattachment is a process whereby people of African descent begin to adopt (wholly or partially) aspects of an African culture. Afrocentric education is defined as the adoption of Afrocentric ideology and cultural relevancy for use within classrooms. Proponents of cultural reattachment Afrocentric education advance important “cultural constructs” that they believe should be part of any effort to educate Black children. As a result, educationists (teachers, administrators, researchers) who are familiar with the constructs are armed with the necessary tools to advocate for a more authentic education for Black children.
`Informed By, but Not Guided By, the Concerns of the Present': Contemporary History in UK Higher Education — Its Teaching and Assessment
Authors: Chambers Vanessa Ann
Published: December 2008

In September 2007, the Higher Education Academy's Centre for History, Classics and Archaeology commissioned a detailed survey of how and where contemporary history is taught in UK higher education institutions and further education institutions offering degree-level courses. The aim was to establish where contemporary history is taught in UK higher education departments and to understand chronologies used by departments; the resources used in its teaching; how learning is assessed; and the distinctiveness of contemporary history. The survey, based on analysis of university and further education college websites and answers to a questionnaire, resulted in a report which was presented at the Subject Centre's annual conference in 2008. The findings of the survey revealed some interesting comment from those involved in contemporary history teaching in higher education in the UK, feeding into wider issues and ongoing debates about the scope and meaning of contemporary history. The following article discusses the results of the survey in detail and outlines concerns raised. It is intended as a platform for further discussion and to aid fuller understanding of contemporary history teaching generally at higher education level in the UK. It is hoped that this initial investigation and discussion will spark ongoing interest in how the subject is taught in the future and will provide groundwork for enhancing the subject and its further development.
Analogical Problem Solving in Children With Verbal and Nonverbal Learning Disabilities
Authors: Schiff Rachel , Bauminger Nirit , Toledo Idit
Published: December 2008

Analogical reasoning—perceiving similarities in different situations and the transfer of such information—facilitates learning and understanding. However, children with learning disabilities (LD) typically demonstrate deficits in such information processing strategies. In this study, we investigated the analogical problem-solving differences between children with verbal learning disabilities (VLD), nonverbal learning disabilities (NLD), or non-LD. Results indicated better recall of component stories by children without disabilities but no significant differences between the NLD and VLD participants. However, the success rate for target problem solving was much lower for the NLD group than for the VLD and non-LD groups. The poor performance of the NLD children may be attributed to some of their characteristic weaknesses, critical for analogical problem solving. Yet the VLD group was significantly weaker in recall than the non-LD group, but this did not hamper their analogical problem-solving abilities. These findings confirm that analogical thinking requires more than memory.
Implementation of Response to Intervention
Authors: Berkeley Sheri , Bender William N. , Gregg Peaster Lindsay , Saunders Lauren
Published: December 2008

This article provides a snapshot of how all 50 states are progressing with the development and implementation of response-to-intervention (RtI) models 1 year after the final regulations for the Individuals with Disabilities Education Act were passed. Data were collected through a review of existing state department of education Web sites and conversations with representatives in each state department of education. Information related to RtI model type, implementation status, professional development, criteria for eligibility, and specific features of individual state RtI models are presented. Findings indicate that most states are in some phase of RtI development, although approaches vary widely throughout the country. Implications for research and practice are discussed.
The Theoretical Bases of Psychomotor Disturbances and Psychomotor Rehabilitation of Children
Authors: de Ajuriaguerra J.
Published: December 2008

Motor debility in infants and children oftentimes will effect education in that there is a maturational lag, deficit or modification of the neural system. Dr. de Ajuriaguerra and his co-workers have developed criteria or semeiology to study the evolution of motor debility in children. They felt that the use of the same criteria which judges adults was inaccurate for children. The results of this study will be of value to all who work with or are concerned about the field of learning disabilities.—C. C. E.
The Difficult Art of Spelling
Authors: Rosendal Axel
Published: December 2008

An interesting review of orthography and the aids available to Danish school children today, as well as an insight into the approach to the teaching of spelling in the past.—C. C. E.
Interrelations Among Perception, Learning Ability and Intelligence in Mentally Deficient School Children
Authors: Gaudreau Jean
Published: December 2008

In that extraordinary work, "Les enfants anormaux" (Binet and Simon, 1907), Alfred Binet already emphasized how frequently children of "weaker mind" resemble in certain respects large numbers of mentally normal children. Binet had little faith in vague concepts such as "memory" and suggested rather that various types of mental activity, which at first appear quite similar, be carefully discriminated. By means of brief but ingenious tests, Binet succeeded in discovering a mode of intellection called "sensorial" which is operative among both the deficient and the normal, as well as another mode wherein judgment is the dominant element and whereof the deficient seem to be woefully deprived.
A Non-Professional Looks at Early Childhood Education
Authors: Cass James
Published: December 2008

When a knowledgeable layperson of Mr. Cass' caliber is enticed into the presumptuous position of giving advice to professionals-and when that advice is sound and encouraging, it behooves us all to listen. Early childhood education is a major factor to those of us interested in learning disabilities. The attitudes, training, curriculums and perceptions of our K-3 teachers are of such importance to us, that as Mr. Cass states “…early childhood education is slated to become the educational Cinderella of the decade ahead.”— C. C. E.
Experiences in Developing a Pre-School Program for Neurologically Handicapped Children—A Preliminary Report
Authors: Abrams Naomi , Pieper William
Published: December 2008

Attention is focusing more and more on the nation's pre-school programs. We are deeply involved in the theory, application, practicability and results obtained from offering a pre-school program to our culturally deprived children, our exceptional children and, more recently, our neurologically handicapped children. This preliminary report details some of the problems to be overcome and the responsibilities which must be met in design and implementation of this type of pre-school program.—C. C. E.
SCIRA
Authors: Malmquist Eve
Published: December 2008

Every professional and parent should read the following article translated and reprinted from The Scandinavian Journal of Reading Specialists, November, 1967 issue. The memorandum to the Swedish National Board of Education is frighteningly familiar—would that the reply could be so.—C.C.E.
The Measurement of Psychoneurological Factors Contributing To Learning Efficiency
Authors: Denhoff Eric , Hainsworth Peter K. , Siqueland Marian L.
Published: December 2008

Inefficient psychoneurological skills may be the outstanding reason for scholastic failure in many intellectually normal young school children. This opinion is based upon the results of an ongoing survey of 1000 normal 5 to 7½ year old school children with a neurologically-oriented screening test designed to discriminate potential school failures. The test is called the Meeting Street School Screening Test for Learning Disorders (MSSST) and has undergone several revisions.
A Team Approach to Learning Disabilites
Authors: Landreth Garry L. , Jacquot Willard S. , Allen Louise
Published: December 2008

This article presents the interdisciplinary team as a successful approach to diagnosing and correcting learning difficulties. The disciplines represented are Reading, Counseling, and Speech-Hearing. It is suggested that an interdisciplinary team of specialists more nearly matches the organismic theory of learning disabilities than does a single specialist or group of specialists working in isolation. Guidelines for the development of similar programs in other university or public school communities are given.
Auditory Discrimination and Socioeconomic Status as Correlates of Reading Ability
Authors: Oakland Thomas D.
Published: December 2008

Relationships between reading achievement and social class membership (SES) were studied, as were relationships between reading achievement and performance on phonemic and non-phonemic auditory discrimination tests. A direct relationship existed between reading achievement and SES. Also, reading achievement measures correlated higher with phonemic auditory assessment than with nonphonemic auditory assessment.
Dyslexia
Authors: Jones Joyce
Published: December 2008

A Title III grant made possible a three year experimental program to determine if children with the specific reading disability, dyslexia, could be remediated by the use of a structural-linguistic procedure taught through a multi-sensory approach. This remedial procedure was taught on a one-to-one basis of instruction through the use of para-educational personnel under close supervision in a regular public school setting.

During the two years of the program seventy-eight students attended the full day Perceptual Development Center Program and 545 students participated in an hour-a-day reading program. Test-retest data revealed that students receiving this specialized training improved in reading skills and retained this gain or further improved after dismissal from the program.
Listening Centers
Authors: Bryant John E.
Published: December 2008

This paper suggests that the use of listening centers with earphones for teaching listening skills may actually be depriving some young learners of crucial auditory experiences. It points out that electronic listening equipment, carelessly used, can impair hearing.

Suggestions for preventing accidental acoustic trauma and for correcting temporary conductive hearing deprivation caused by collapsed auditory canals under earphone listening are given.
Preschool Play Activities and Reading Achievement
Authors: Wells Marian E.
Published: December 2008

Twentyeight subjects were studied in an attempt to discover whether or not there was a relationship between selected preschool play activities and achievement in reading. Statistically significant differences were found between the achievers and underachievers in the amount of time spent outdoors in winter and in the amount of time associated with the mother and with the father during outdoor play, with underachievers having spent more time in these areas. There were no significant differences between achievers and underachievers in kinds of activities participated in or amount of time spent in each activity. The data suggest that factors other than the preschool play activities investigated in this study account for level of achievement in reading.
Prescriptive Teaching in a Summer Learning Disabilities Program
Authors: Sabatino David A. , Hayden David L.
Published: December 2008

The prevention and treatment of chronic failure has been a serious problem since the beginning of the American educational system. The intent of this study was to examine the academic achievement and changes in behavior related to a specified kind of curriculum during a six-week summer program. A unisensory perceptual training curriculum was selected in order to utilize the child's strongest perceptual area at the beginning of training, while weaker perceptual areas were avoided initially. Emphasis was on utilizing language cues as a compensatory behavior to strengthen perceptual deficits. The program was designed to alter the “learning sets“ and to modify the behaviors of children with learning disability manifested in chronic failure.
Auditory Vigilance Performance in Brain Damaged, Behavior Disordered, and Normal Children
Authors: Grassi Joseph R.
Published: December 2008

Auditory vigilance of normal, behavior disordered and brain damaged children was investigated. A 20-minute tape recording of a series of randomized digits was played to each subject. Interspersed at irregular intervals a stimulus number was presented for detection. The results showed that the normal subjects detected far more signals than the brain damaged and behavior disordered subjects, and that the brain damaged subjects missed more signals than the behavior disordered subjects.

Results confirmed the hypothesis that normal subjects would miss fewer signals because they accumulate less reactive inhibition; that brain damaged children would reveal extraverted behavior patterns; and there would be a progressive deterioration in vigilance as a direct function of time for all subjects.

The implication is that work tasks for behavior disordered and brain damaged children should be kept as short as possible to prevent accumulation of any significant amount of reative inhibition.
One-to-One Process Analysis of Learning Disability Tutorial Sessions
Authors: Bannatyne Alex , Solomon Marcia , Phillips Sondra
Published: December 2008

The major aim of this project was to develop a research technique in order to observe, study, and process analyze children with learning disabilities in one-to-one teacher-child tutorial situations. The purpose was to isolate those effective elements (and the non-effective elements) in the teaching process which help (or hinder) learning of the presented subject matter. These objectives were achieved by devising and/or adopting an array of observational procedures, team judgment categories and standards, single person statistical techniques, and pretesting and posttesting. For brevity, the overall research technique is called the One-to-One Process Analysis Sytem. In Part I, published in September, a description and discussion of the system is presented. Part II is a case report for one child in this project. The results of pretests and posttests are included, with correlations and conclusions for the observations recorded. Part III, to appear in the November issue, will present the coding manual, the card layout, and the observation record form.
The Behaviorial Significance of Differing EEG Abnormalities in Children With Learning and/or Behavior Problems
Authors: Tymchuk Alexander J. , Knights Rober M. , Hinton George G.
Published: December 2008

The implications of EEG abnormalities in children with learning disabilities are considered. Groups of children with specific types of EEG abnormalities were compared on a variety of psychological tests. Paradoxical differences were found and these results were discussed. The EEG is of value only with other neurological data in evaluating specific neurological disorders.
Bases of Classification of Reading disorders
Authors: Blom Gaston E. , Jones Arlene Whiteman
Published: December 2008

This article reviews a large number of reference on the classification of dyslexia and related reading discorder. These have been grouped according to four categorids: (1) functional methods, (2) ettiologic inethods, (3) theroretical model methods, and (4) nosological system methods, Illustrative examples of each method are presented. The authors evaluate the difficulties and problems in te use of classification schemes. They advocate a descriptive behavioral method of classificiation as the most salient in view of its greater relevance to educators and school personnel. A typology classification system is proposed for the future.
Minimal Cerebral Dysfunction as It Relates to Social Class
Authors: Alley Gordon R. , Solomons Gerald , Opitz Erica
Published: December 2008

The relationship of minimal cerebral dysfunction to socioeconomic status was investigated in a midwestern child development clinic population. Two previous reports were contrasted, one stating that minimal cerebral dysfunction (MCD) occurred predominantly in the lower socio-economic strata, the other suggesting that this was more prevalent in the upper classes. It was concluded that: (1) MCD is distributed proportionately with a diagnosis of normal among five social classes; (2) MCD, regardless of the presence or absence of an associated behavior disorder, does not change in its proportional incidence in all social class levels when compared to a normal group; (3) within the MCD group, the presence or absence of an associated behavior disorder does not change the proportion of incidence in the five social class levels. The importance of the sampling population and the background and attitude of the clinician as a possible variable in formulating a diagnosis are discussed.
The Relationship of Vocal-Phonic and Articulatory Abilities
Authors: Goldman Ronald , Dixon Sarah D.
Published: December 2008

To clarify the importance of certain vocal-phonic skills in the development of speech and language, this study was designed to determine whether preschool articulatory defective children differ from normal speaking children in one language skill - their ability to synthesize phonemic components into whole words. An experimental group of 17 preschool articulatory defective children were employed as subjects. Three different tests of phonemic synthesis provided the basis for these comparisons: The Roswell-Chall Auditory Blending Test, The Auditory Test 2 from the Marion Monroe Reading Aptitude Test, and The Body Parts Test of Synthesis. The results of this investigation revealed that the control group demonstrated superior performance on all three tests of phonemic synthesis. It was also interesting to note the low correlations between the scores on the various tests. Implications of the results are discussed.
The Fragile Child
Authors: Wills I. H. , Barns Norma
Published: December 2008

“The Fragile child” is one of a series of pamphlets which have been used by profasiona1s who wish to give the parent a feeling of the nature and effect of the specific disability of their child. This article attempts to present the feelings and problems of the child with a language disability which are concomitant with a fragile ego.
Familial Patterns in Children With Neurologically Based Learning Disabilitie
Authors: Silver Larry B. , Brunswick New
Published: December 2008

Five hundred fifty-six children with the neurological learning disability syndrome were studied. Data were collected on prenatal and perinatal difficulties, medical problems, and family history of similar learning disabilities (for mother, father, sibling or siblings). In the total study, 29.6 percent of the children had a positive family history of similar learning difficulties. The data from September 1967 to September 1969 were more complete and accurate. In this group, 39.4 percent of the children had such a positive family history. In each of the families with a positive history of learning disabilities the history suggestive of central nervous system stress was made less significant by the total family data. This stress was not a contributing factor in producing this syndrome. Even though there was a history of prenatal, perinatal, or postnatal difficulties, siblings without a history of such difficulties also had learning disabilities. This study strongly suggests that the etiologic factor with some of the children with this syndrome is an inherited central nervous system dysfunction rather than brain damage.
The Role of Motivation in Test Performance and Remediation
Authors: Kubany Edward S. , Sloggett Barbara B.
Published: December 2008

Research in behavior modification has shown that motivated behavior is often under the control of situationally anchored contingencies of reinforcement. In light of this observation, and considering the dissatisfaction of some behaviorists with traditional assessment practices, it is suggested that procedures for the assessment of learning disabilities incorporate measures of extrinsic motivation in order to differentiate students with learning disabilities from those who perform poorly because of low intrinsic motivation. The latter students may be misplaced in low ability or learning disability classrooms. A case is described of a Hawaiian boy whose retest scores on a learning disability test battery were substantially higher when money was offered as a reward for correct responses.
Effects of Dextroamphetamine on Hyperkinetic Children
Authors: Denhoff Eric , Davids Anthony , Hawkins Raymond
Published: December 2008

Utillizing objective scales for rating characteristics in the hyperkinetic syndrome, teachers' rating revealed favorable effects of dextroamphetamine in 27 of a group of 42 children with hyperkinetic impulse disorder and learning difficulties. Statistical comparisons of ratings received under prestest, placebo, and drug conditions showed significant differences on the scales measuring hyperactivity, short attentions span, and impulsivity. Teachers can preselect hyperkinetic children who will respond to medication with the questionnaire-rating scale technique. Other objective mesaures have been discussed which can be incorporated into the evaluative procedure.
Developmental and Psychological Differences between Readers and Nonreaders
Authors: Hunter Edna J. , Johnson Laverne C.
Published: December 2008

This study compared 20 boys with reading disability aged 7-11 to 11-4 with 20 matched controls to examine how nonreaders differ from children who read at age-grade level or better. Significant differences were found between the groups with respect to historical, familial, developmental, and psychological factors. Controls had significantly higher WISC Verbal IQs; higher WISC Information, Vocabulary, Digit Span, Arithmetic, Similarities and Coding subtest scores; and lower mean Bender-Gestalt scores. The groups differed significantly on familial incidence of dyslexia, tested laterality, self-confidence, attentional factors, hyperactivity, birth order, age at crawling, and age at school entry. Significant correlations were found between tested attention and reading proficiency (r = +.67) and between percent righthand dominance and reading proficiency (r = +.48).
Auditory Factor in Visual Motor Testing and Training
Authors: Clark Charles M. , Dodd Byron E.
Published: December 2008

This paper suggests that the use of a single visual-motor test, (here, the Winter Haven Perceptual Forms Test) as a screening device for visual-motor difficulties in the first grade is questionable. The contamination or alteration in performance on this particular instrument possible through the auditory mode is outlined. It is suggested that many of the gains seen in visual-motor training programs may be due to improved auditory functioning rather than improved efficiency in visual-motor coordination.
On Book Readers and Book Reviews
Authors: Scheffelin Margaret
Published: December 2008

Mounting interest in the field of learning disabilities is demonstrated by the exponential increase in the number of books published on this topic. In keeping with our policy of continually improving services to Journal readers, the editor, publisher, and Advisory Board are announcing expansion of the Journal's regular departments to include a monthly critical book review. Dr. Margaret Scheffelin will author the column, writing under the by-line of MS. Each month she will highlight a contemporary book which appears destined to be a tomorrow's classic. In this issue, Dr. Scheffelin introduces the column and discusses her approach to books and book reviews.
Case Study of on Auditory Dyslexic
Authors: Carpenter Robert L. , Willis Diane J.
Published: December 2008

A child with a severe reading disorder of an auditory nature is presented. Intellectual and visual factors appeared to be intact, whereas very poor achievement was evidenced on a variety of auditory tasks. Evaluation of auditory functioning, the relationship of auditory perception to reading, and the numerous forms that disturbed auditory perception can take are emphasized.
A Multi-Fontal Alphabet for Dyslexic Children
Authors: Sklar B. , Hanley J.
Published: December 2008

An experiment for testing a new initial alphabet is advocated. This Multi Fontal Alphabet (MFA) maximizes the pattern differences between characters without the use of new symbols. Other techniques for training dyslexic children are also discussed. The hypothesis is presented that a diverse set of characters (multi-fonts) would make the initial reading task easier, especially where reversals and other symbol similarities are a problem. The authors have not performed any experiments to validate this hypothesis; they hope this report will act as a stimulant for experiments by others.
The Effects of Kindergarten Instruction in Alphabet and Numbers on First Grade Reading
Authors: Silberberg Norman E. , Silberberg Margaret C. , Iversen Iver A.
Published: December 2008

The ability to recognize letters and numbers in kindergarten has been demonstrated to be a better predictor of end-of-first-grade reading skills than other accepted“readiness skills” or IQ. It would thus seem logical to hypothesize that instruction in recognizing letters and numbers in kindergarten should produce an increment to reading level attained at the end of first grade. To test this possibility, four classes of kindergarten children were given the Letters and Numbers Subtest of the Gates Reading Readiness Tests in the spring of their kindergarten year. Two classes were then given eight weeks of training in alphabet and numbers names, while the other two classes participated in the regular informal kindergarten program. Retesting at the end of this period showed that the experimental group did respond to training, achieving a level of recognition of numbers and letters higher than that of the control group. Follow-up testing at the beginning of first grade showed that the effects of training persisted through the summer vacation. Reading tests given at the end of first grade, however, demonstrated that the beneficial effect of kinder-garten training in letters and numbers had dissipated by that time. The distribution of end-of-first-grade reading scores revealed no differences between the experimental and control groups. From these results, together with the results of earlier studies, one could conclude that formalized training in letters and numbers recognition affects only the scores achieved on subsequent recognition tests and does not affect eventual ability to read. In this regard, one may even question the value of formalized training in other reading readiness activities as well.
Reading and Psycholinguistic Processes of Inmate Probem Readers
Authors: Kirby Edward A. , Lyle William , Amble Bruce R.
Published: December 2008

This study investigates the relationship between reading and psycholinguistic abilities in a prison inmate population as measured by the Illinois Test of Psycholinguistic Abilities (ITPA). It was found that the auditory subtests of the ITPA were significantly related to reading ability, while the visual Subtests were not.
Alphabet Discrimination and Distinctive Features
Authors: Guralnick Michael J.
Published: December 2008

The experimental literature relating to alphabet letter discrimination is reviewed. An analysis in terms of the critical distinctive features of the letter forms and problems in attending to the dimensions of difference are explored in detail. It ws suggested that in order to best facilitate discrimination of letters, pretraining on the critical distinctive features should be provided. Specific techniques for programming the distinctive feature discriminations are presented
Auditory Perception, Reading and the Initial Teaching Alphabet
Authors: Rampp Donald L. , Covington Jan R.
Published: December 2008

The purpose of this study was to ascertain the effectiveness of the i.t.a. reading program for children with auditory perceptual disturbances. The children studied were ten boys who were administered a specific, structured reading program. The Gray Oral Reading Test was employed both prior to and following completion of the program in order to measure reading improvement. Results of this investigation revealed that the ten children were reading significantly better at the conclusion of the forty-week program. Implications of the results are discussed.
Language Disabilities and the Language Clinician
Authors: Chappell Gerald E.
Published: December 2008

A viewpoint is shared relative to the nature of some of the more subtle language disabilities experienced by school age children. The resultant breakdown in language performance and of the interruption of learning and communication is considered. Finally, a therapy program is recommended to cope with some of the communication disabilities.
Toward Independent Measures of Speed of Reading
Authors: Applebee Arthur N.
Published: December 2008

This report proposes that speed of reading should be analyzed as four separate components. A measure of the first of these, speed of reading known vocabulary, is described and its characteristics investigated on a mixed sample of 84 boys including a high proportion of retarded readers but covering the full achievement span. In this sample the measure is independent of a cluster of standardized reading tests and has a high reliability estimated from scores on separately timed halves. An investigation of relationships between the experimental test and a series of measures of cognitive abilities suggests that this aspect of speed of reading is most closely related to perceptual speed.
Parents and the Home Program Approach in the Remediation of Learning Disabilities
Authors: Neifert James T. , Gayton William F.
Published: December 2008

This article discusses some of the difficulties involved in implementing home programs for children with learning disabilities. Types of families which do not lend themselves to the home program approach are described. The reasons for the frequent failures of such families to profitably complete a home program are discussed. Professional personnel need to consider a number of variables before deciding to utilize a home program.
Color Vision Deficiency
Authors: Espinda Stanley D.
Published: December 2008

Color vision deficiency was hypothesized to be associated with impaired learning and inappropriate classroom behavior and with a higher observed frequency of referrals to programs for the educationally handicapped. Diagnostic color vision screening was conducted in 11 of 18 classrooms for the educationally handicapped (EH) and in an equivalent number of regular classrooms. Deficient color vision was found in 13.25 percent of EH and 5.04 percent of regular class students. The difference was significant at p < .05. The hypothesis that color vision deficiency was significantly associated with observable behavior patterns considered inimical to classroom learning was confirmed.
A Study of the Relationship of the Tests of Central Auditory Abilities and the Illinois Test of Psycholinguistic Abilities
Authors: Anderson Anthony H. , Novina Joan
Published: December 2008

To examine the relationship of the Flowers-Costello Tests of Central Auditory Abilities (TCAA) and the Illinois Test of Psycholinguistic Abilities (ITPA), 20 ethnic minority children were administered both tests. Correlation data revealed significant relationships between the TCAA and the ITPA auditory subtests. Further, the two subtests of the TCAA indicated different sensitivity to abilities used on the ITPA, suggesting that separate subtest norms in addition to total raw score norms would enhance the future diagnostic utility of the TCAA.
Audiovisual Integration in Retarded Readers
Authors: Voort Lewis Vande , Senf Gerald M.
Published: December 2008

Sixteen retarded readers and an equal number of controls were compared with respect to their performances on four matching tasks: (1) visual-spatial/visual-spatial, (2) visual-temporal/visual-temporal, (3) auditory-temporal/auditory-temporal, and (4) auditory-temporal/visual-spatial.

The results suggested that the visual-spatial/visual-spatial and the auditory-temporal/auditory-temporal tasks discriminated between the two groups while the others did not. These findings were discussed as not supporting the Birch and Belmont hypothesis that auditory-visual integration is a critical skill in which retarded readers are deficient. An alternative explanation offered for the present findings was that memory and/or perceptual factors may account for performance deficits in retarded readers.
Creeping Reification
Authors: Hilsheimer George von
Published: December 2008

The term “minimal brain damage” (MBD) is evaluated in the light of several experiments: “no treatment” in a democratic existential children's community; the effect of psychic energizers on skills thought to be deficient due to MBD; electrosleep; biofeedback training for alpha wave desynchronization; deconditioning of phobias; and nutritional/medical treatment. These experiments showed statistically significant improvement in skills related to MBD. It is suggested that MBD may be a diagnosis which directs attention to symptoms and that treatment of underlying functions may be superior to present practice.
Learning Disabilities
Authors: Throne John M.
Published: December 2008

The approach to learning disabilities in this paper emphasizes the potential for learning of any organism under extraordinary environ-mental conditions—regardless of the inner status of the organism. Subjects diagnosed as learning disabled are so designated on the basis of their performances under ordinary environ-mental conditions. However, nothing precludes their functioning more normally under ap-propriately exceptional conditions. A dis-tioction is drawn between contingencies in the organism enabling him to perform and causes in the environment producing his performance. Implications for improving the performance of all learning disabled subjects are discussed.
The Effect of Stimulus Change on Attending Behavior in Normal Children and Children with Learning Disorders
Authors: Atkinson Brian R. , M. Seunath Oswald H.
Published: December 2008

Children defined as having learning disorders were compared with normally achieving children on an attention demanding task under the conditions of constant stimulation and stimulus change. It was found that the children with learning problems did not perform as well as the normal controls under the change condition, but did perform as well under the constant stimulus condition. The data suggest that children with learning disorders are more influenced by stimulus change than are normally achieving children.
Predicting Learning Disabilities from Kindergarten Reports
Authors: Cowgill Mary Lu , Friedland Seymour , Shapiro Rose
Published: December 2008

This study was designed to determine whether learning disabilities can be predicted from kindergarten teachers' anecdotal reports. Thirty-seven boys, presently diagnosed as learning disabled, were selected and their kinder-garten classes identified. Controls were chosen from the same kindergarten classes: boys of similar ages and IQs. Judges rated the reports on these boys with two types of measures. The first included seven categories of traits: immaturity, maturity, attention span, motor control, social and emotional adjustment, impulsivity, and speech and language. The second type included quantitative rating scales of general behavior common to the classroom. The two groups differed significantly on all scales of general behavior, and in all but one of the trait categories. The results are taken as evidence for the value of this approach of using informal kindergarten reports.
Improvement of Handwriting and Letter Recognition Skills: A Behavior Modification Procedure
Authors: Fauke Joyce , Burnett Loseph , Powers Mary Ann , Sulzer-Azaroff Beth
Published: December 2008

This study was conducted to determine the effectiveness of a behavior modification procedure using primary and social reinforcement, combined with several instructional procedures, to improve the letter identification and handwriting skills of a six-year-old boy. The experimental design was a single subject, ABA 6, extending over a three-week experimental period (14 sessions), in a one-to-one setting. Results show that the subject achieved 100 percent proficiency in oral identification, writing letters with a model, and writing letters without a model over the experimental period from their baseline lows of 43 percent, 25 percent, and 5 percent respectively. It was also noted that this improvement generalized to the regular classroom.
On Talking to Severely Neurologically Handicapped Children
Authors: Lettick Amy L.
Published: December 2008

Neurologically impaired children require consciously and thoughtfully tailored speech on the part of those conversing with them. Awareness of the need for "strippeddown" speech, consistent use of terms, allowance for time lag between reception and response, etc. can improve chances of success in communication between the child and those dealing with him.
A Comparison of Visual and Auditory Presentations of a Paired - Associate Learning Task with Learning Disabled Children
Authors: Estes Robert E. , Huizinga Raleigh J.
Published: December 2008

Learning disabled children were administered 10-item pairedassociate learning tasks using both auditory and visual presentations. The visual presentation consistently produced a greater number of correct responses than did the auditory. A shift from the visual to auditory presentation of the same material produced an initial interference effect which was not exhibited in a shift from the auditory to visual presentation. Relearning after a twoweek period was faster when the material was presented visually, regardless of original learning modality.