bluuebunny/crossref_metadata_2025 huggingface dataset:
The Learning Disabilities Act of 1969, A Commentary
Authors: Yarborough Ralph W.
Published: December 2008

Educational programs for 6 million handicapped children are needed. Only 2 million presently receive educational services. The lag between large Congressional authorizations and minimal appropriations limit funding to $5-$6 per handicapped child. Children with specific learning disabilities totaling between 500,000 and 1-1/2 million are in especially bad plight with only 18% receiving assistance. The Federal government can and should play an influential role in the development of effective education for children with specific learning disabilities.
Auditory Abilities of Children With Learning Problems
Authors: Doehring Donald G. , Rabinovitch M. Sam
Published: December 2008

Auditory abilities of children with learning disabilities were compared with those of normal-learning children. The children with learning problems were within normal limits in thresholds for pure tones and speech, and in speech discrimination in both quiet and noise. On a series of auditory oddity tasks, the groups did not differ significantly in loudness discrimination or on the first of two pitch discrimination tests, but the normal-learning group obtained significantly better scores on a second pitch discrimination test and on tests involving the discrimination of simultaneous tones, successive tones, and speech sounds. Certain differences in the conditions of testing for the two groups complicated the interpretation of these results. Pitfalls of testing procedures in this area are pointed out. It was concluded that more research is needed before the term “auditory perceptual deficit” can be meaningfully applied to children with learning problems.
A Pilot Study in the Diagnosis and Remediation of Special Learning Disabilities in Preschool Children
Authors: Shipe Dorothy , Miezitis Solveiga
Published: December 2008

The purposes of the present study were twofold: first, to determine the feasibility of early identification of the perceptually-handicapped, and second, to compare the effectiveness of two remedial programs - one emphasizing language and cognitive development, and the other focusing on visual-motor functioning.
Immediate and Delayed Recognition of Nonsense Figures in Patients with Unilateral Hemisphere Damage
Authors: Faglioni Pietro , Spinnler Hans
Published: December 2008

The aim of this study was to investigate the performance of patients with unilateral hemisphere damage in immediate and delayed recognition of meaningless visual patterns (scrawls). In both tasks the group with right hemisphere damage was found to be inferior. The impairment was considered to reflect a hemispheric asymmetry in perception, which is apparent whenever subtle visual discrimination is required. The assumption that the right hemisphere plays a role in certain types of memory processes was not confirmed.
Cognitive Styles
Authors: Hallahan Daniel P.
Published: December 2008

Studies have indicated that the economically disadvantaged child has an impulsive, rather than a reflective, cognitive style. This impulsivity is similar to the behavior of the hyperkinetic, brain-injured child. Preschool programs for the disadvantaged have not taken account of the impulsivity of these children. It is suggested that further research be done to determine whether methods of teaching hyperactive, brain-injured children may be of value in teaching the disadvantaged
Graphic Orientation Disorders of Left Handed Children
Authors: Benson D. Frank
Published: December 2008

There are two varieties of abnormal orientation of writing, mirror writing and inverted writing, which occur almost exclusively in left-handed children. Investigation of these writing disturbances demonstrates that mirror writing is a true visual-motor reversal while inverted writing appears to be a sophisticated adaptation of the left-handed child to the writing style standard for the right-handed. Differentiation of mirror writing from developmental dyslexia is suggested by a case presentation showing recovery from mirror writing with severe residual dyselxia.
Viewpoint
Authors: Christoplos Florence
Published: December 2008

In this article the value and nature of a broadly inclusive medical-psychological-educational paradigm in the treatment of handicapped children is described.

The relative value for educators in either a medical-psychiatric paradigm or a psychologicalbehavioral paradigm in the treatment of handicapped children (particularly the so-called learning disabled) has been discussed at length by Ullmann and Krasner (1966). Educators, having no available paradigm of their own, have for the most part been the recalcitrant recipients of the good intentions of both psychologists and medical doctors in proposing such paradigms. Although both medical and behavioral psychological paradigms are valuable, neither recognize the unique role of education. What is proposed in this discussion is an educational addition to a broadly inclusive treatment paradigm for handicapped children.
Letters to the Editor
Authors: Washburn Watson
Published: December 2008

Letters will be published as space permits and will be edited at the discretion of the Editor. Letters should be typed double-spaced and should be less than 250 words. While anonymous letters will not be published, the author's identity will be protected, if requested.
Dyslexia in Four Siblings
Authors: Michal-Smith Harold , Morgenstern Murry , Karp Etta
Published: December 2008

Learning problems in four siblings of middle class background is a relatively unusual occurrence. This article discusses the specific deficits in each child and points up the similarities and differences in their associated characteristics and their individual emotional development. Based on the history, presenting symptoms and outcome, the authors believe that a genetic factor may be causative.
Gross Dominant Frontal Lesion Without Serious Speech Disturbance
Authors: Serafetinides E. A.
Published: December 2008

This report examines the relationship of brain damage to speech disturbances, which may affect the development or effectiveness of other abilities such as reading or writing. In the case of an cpileptic patient presented here, he was found to have a large meningocortical cicatrix which had replaced most of his frontal lobe of his dominant hemisphere for language. But, he had never shown any serious speech disturbances. The implications of this, including the relationship of the dominant frontal and temporal lobes regarding speech are discussed in this article.
Comparison of Cross-modal and Intra-modal Form Recognition in Children with Learning Disabilities*
Authors: Gaines Beverley J. , Raskin Larry M.
Published: December 2008

This study was conducted to examine the idea that learning and perception will be more firmly established when they arise from multi-sensory input than they would be if only one sensory modality was used. This experiment investigates the influence of visual and tactual training and test modalities in relation to form recognition in children with learning disabilities. The procedure consisted of visual or tactual training with unfamiliar stimulus forms followed by recognition tests on these forms in either the same or the other modality. The 48 subjects were randomly assigned to one of the following training-test modality groups: visual-visual, visual-tactual, tactual-tactual, and tactual-visual. A significant main effect was found for training modalities with vision found to be better than touch. The training-test interaction was also found to be significant, with the visual-visual sequence leading to the fewest errors.
Visual-Motor Training, Readiness, and Intelligence of Kindergarten Children
Authors: Keim Richard P.
Published: December 2008

This investigation attempts to determine the effects of a visual-motor training program on the readiness and intelligence of kindergarten children. Three groups of children matched on the basis of intelligence and pre-kindergarten readiness were selected for the study. The experimental group followed prescribed visual-motor training procedures while the control groups were given the traditional kindergarten program. The groups were compared for intelligence and readiness at the end of the year. The results showed no significant differences and suggest that further research is necessary before this visual-motor training program becomes a part of the general kindergarten curriculum.
Evaluation of the S.I.T. for Screening Children with Learning Disabilities
Authors: Swanson Merlyn S. , Jacobson Anita
Published: December 2008

The purpose of the study was to test the validity of the Slosson Intelligence Test (SIT) as a screening instrument in the identification of children with learning disabilities. The SIT scores of 64 suburban second-graders referred as having learning problems were compared with their scores obtained on the Wechsler Intelligence Scale for Children (WISC). The SIT scores correlated significantly with the WISC Verbal I.Q. (r=.64) but not with the Performance I.Q. (r=.10), suggesting that the SIT is essentially a measure of verbal intelligence for such subjects.
Neurological Aspects of Learning Disabilities
Authors: Grotberg Edith H.
Published: December 2008

While we tend to agree that learning disabilities include neurological factors, we do not understand the relationships of these symptoms to different socio-economic groups, nor to various nutrition components. The result is a neglect of low-income children who demonstrate the symptoms of learning disabilities but have symptoms confounding the diagnosis. Similar materials, however, produce desired results both for advantaged and disadvantaged children regardless of the source of the learning disability.
Visual Motor Disabilities in Children with Functional Articulation Defects
Authors: Lawreitre Joyce R , Potter Robert E.
Published: December 2008

This investigation attempted to determine if the presence of visual-motor integration disabilities, as measured by the Developmental Test of Visual Motor Integration, was greater in preschool and primary grade children having functional articulation defects than in those without articulation defects - that is, normal speakers. Statistical analysis of the data revealed that the subjects possessing functional articulation defects showed a significantly higher degree of visual-motor integration disability than did the controls.

Other statistical comparisons revealed that the male subjects with functional articulation defects performed significantly less well than did the control males on the Developmental Test of Visual Motor Integration. However, this difference was not found between the female subjects and female controls. A positive correlation was found to exist between visual-motor integration ages and the chronological and mental ages of the sample population.
Prescriptive Teaching in Language Arts Remediation for Black Rural Elementary School Children
Authors: Saudargas Richard A. , Thompson Faith , Madsen Charles H.
Published: December 2008

Thirteen rural black elementary children participating within a school program which already included individualized language arts instruction were given intensive additional remedial exercises within the regular classroom. A comparable group of five children served as controls. Children in the treatment group received psycholinguistic remediation based upon ITPA scores, linguistic patterning exercises and sound blending training. Visual strengths were used to help bolster auditory weaknesses and student motivation was increased through the application of techniques of behavioral reinforcement. Total Psycholinguistic Age (ITPA) was significantly higher for the experimental group following the three months treatment program.
Dyslexia
Authors: McClurg William H.
Published: December 2008

With the abundance of information and materials now available, elementary schools can ill afford to be without programs designed for the early identification and treatment of dyslexia and related reading problems. Although such programs require interdisciplinary teamwork, a major role is played by the alert teacher who spots the symptoms and can help create and initiate treatment procedures. This paper discusses behavioral symptoms, diagnostic tests, and programs for prevention and remediation of dyslexia. Careful consideration of these aspects of the problem will help classroom teachers in working with dyslexic children.
Variation in Information Processing Behaviors
Authors: Sabatino David A. , Hayden David L.
Published: December 2008

The intent of this study was to determine the behavioral differences in information processing between children failing in the elementary grades who are of primary school age and those of intermediate school age. The data showed that similar factorial clusters appeared for both subject age groups, but that the levels of loading were different. The difference between the principal components for the subject groups occurred for perceptual behaviors and not language behaviors. The implication is that prescriptive teaching techniques will need to be selected on the basis of both the age and compensatory behavioral strengths of the children.
Is Special Education Necessary? Can This Program Possibly be Reduced?
Authors: Jansen Mogens , Ahm Jette , Jensen Poul Erik , Leerskov Anders
Published: December 2008

In Denmark special education was introduced many years ago. In the instruction of the Danish language, in particular, special education has become a well established institution, and in recent years this program has developed to the extent where about 15 percent of all Danish school children at some time or other during their course of schooling will have received some form of remedial instruction.

The introduction of different preventive measures has in no way seemed to reduce the apparently rather heavy need for instruction of this nature.

In view of the fact that special education is often tantamount to a segregation of the pupils concerned from the rest of their class, it is in conflict with the general philosophy which tends to let the largest possible number of the pupils in a class stay together throughout the entire compulsory education period.

With the above as background, we shall now present our views on the question of whether it will be possible to reduce the need for special education by means of an overall expansion of the general educational facilities, to a sufficient extent so as to also take care of the educational needs of the pupils in question.
Training Non-Readers in “Listening Achievement”
Authors: Goolsby Thomas M. , Lasco Richard A.
Published: December 2008

The major purpose of this study was to determine whether listening experience for children resulted in improved ability to recognize information heard. Subjects were five-year-old children randomly selected from five kindergartens of an average population and randomly assigned to three groups.

Between pretests and posttests different amounts and kinds of training in listening were applied for each of the three groups. Resulting data indicated that different treatments did not make for a difference in performance.

Comparison with data of another study by the author, in which the subjects were culturally deprived children, indicated that immediate feedback seemed to produce comparable levels of listening achievement regardless of whether the subjects are culturally deprived or of the general population. No feedback to culturally deprived Head Start subjects resulted in their significantly lower listening achievement level.
The Developmenal Learning Program at P.S. 78
Authors: Arcieri Libere , Marcus Michael , Slavin Roberta
Published: December 2008

A developmental learning program for first graders identified as poor learners was established in one of the New York City public schools. The children were seen on a daily basis in small groups for perceptual-motor, language, and other developmental experiences intended to foster their readiness for learning. Considerable differences were found in the degree of responsiveness to such help as revealed in the inventory of strengths and weaknesses and the retest results for the group. A multifactor approach utilizing an inventory of developmental strengths and weakness is advocated within this framework.
One To One Process Analysis of Learning Disability Tutoral 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 the behavior of children with learning disabilities in a one-to-one tutorial situation. 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. In Part I, published in September, a decription and discussion of the system is presented. Part II (October) showed an application of the system to the case of one child in the study. Part III presents the coding manual, the card layout and the observation record form which were used in this attempt to quantify the clinical observations for analysis purposes.
Case Report On a Grade One Child Before and After Perceptual-Motor Training
Authors: Solan Harold A. , Seiderman Arthur S.
Published: December 2008

COGNITIVE development in the primary grades is dependent in part upon a child's ability to process in formation. A child who is experiencing a lag in neurological maturation and perceptual-motor development is less able to cope with the problems in learning at the primary level of education. This report illusrrares a case in which early identification and treatment of perceptual-motor deficits enabled the child to respond to instruction more effectively.
Group Perceptual Screening At First Grade Level
Authors: Kelly George R.
Published: December 2008

Problems with expense and lack of trained people to individually screen young children for perceptual difficulties discourage school administrators from starting remedial programs. A screening instrument is suggested which relies upon figure copying ability scored on a reasonably objective scale. Initial use appears to support its value as a helpful tool.
Vision Problems In Developmental Dyslexia
Authors: Anapolle Louis
Published: December 2008

Developmental dyslexia is a condition which means inability to read adequately even with proper teaching. The main purpose of this study was to determine the status of binocular vision skills in relation to developmental dyslexia. The results of the survey indicate that though visual acuity is a non-essential factor, nevertheless binocular eye coordination is evidently a major visual dilemma in dyslexic students.
Diagnosis of learning Disabilities The Team Approach
Authors: Gunderson Bernice V.
Published: December 2008

A multidisciplinary approach to the problems of learning disabilities is becoming increasingly recognized as the best way to study all facets of a child's learning problems. The contribution of each concerned professional to this very complex field is outlined. All of them working together can make decisions that result in a more comprehensive program for the child. The key to success in this total operation is communication. The result has been cooperation.
A Proposed View on the Etiology of the Neurological Learning Disability Syndrome
Authors: Silver Larry B.
Published: December 2008

The neurological learning disability syndrome has become well-defined, however, its etiology is far from understood. Probably, there is no one etiology for this syndrome; there are several ways in which nervous system functioning can be altered to produce these findings. But clinical findings in children with the neurological learning disability syndrome are too consistent and too similar from child to child to accept the popular concept that random trauma or embarrassment occurring at various times during the fetal or post-delivery maturation of the central nervous system produced the syndrome. Neurochemical, pharmacological, physiological, and clinical data are presented in an effort to support the view that a neurohumoral imbalance might be the etiologic factor in one group of children with the neurological learning disability syndrome.
Children with Specific Learning Disabilities
Authors: Ackerman Peggy T. , Peters John E. , Dykman Roscoe A.
Published: December 2008

In this study 82 children with specific learning disabilities (CLD) and 34 controls with adequate academic performance were given the Wechsler Intelligence Scale for Children (WISC). The CLD group scored lower, on the average, than the control group, particularly on Arithmetic, Digit Span, In formation, and Similarities. For 29 CLD-control pairs, matched for chronological age and mental age, the verbal superiority of controls was more rigorously demonstrated. No characteristic WISC profiles were found for CLD grouped as to activity level and neurological status. Serious reading disabilities were associated more reliably with verbal deficiencies than with nonverbal deficits as tapped by the WISC performance scale, but this study demonstrated that the child with either a Verbal or Performance IQ in the low average or dull normal range appears high risk for a smooth academic career in middle-class urban schools.
Long-Term Perceptual Memory in Children with Learning Disabilities
Authors: Raskin Larry M.
Published: December 2008

Long-term perceptual memory effects in the perception of apparent movement by children with learning disabilities were investigated. In a situation in which prior training was given to facilitate the perception of the illusion after intervals of either 3 minutes or 24 hours, the learning disabled showed perception memory effects the same as those found in normal children (Raskin, 1968). However, when the training was given with the expectation of its hindering the occurrence of perceived movement, it did so only after a 3-minute delay and not in those children who waited 24 hours. The latter result has also been reported for educable mentally retarded children (Raskin, 1969b) and indicates that these children may share a specific perceptual memory problem parallel to their general lack of inhibitory control.
Measures of Learning Disability for Different Purposes
Authors: Ullmann Charles A.
Published: December 2008

Definitions and measurement in the field of learning disability must be applicable both to scientific systems and to practical decision-making. There has been a popular preference for intensive, norm-referenced measures, those scored relative to age and grade, and popular usage has led to their interpretation as if they were either extensive measures or criterion-referenced measures. The need exists in the field of learning disability to employ measures pragmatically and selectively according to purpose, whether it be gaining scientific knowledge or providing prograns of service. For study of the factors relating to growth (in any given area), some type of equal-interval measure is desirable, but for many practical purposes, criterion-referenced, behavioral measures are useful, regardless of whether the units are equal.
A Supplemental Instructional Program for Children with Learning Disabilities
Authors: Ferinden William E. , Van Handel Donald , Kovalinsky Thomas
Published: December 2008

An eight-month program for remediation of learning disabilities is discussed. The children remained in the regular educational program while receiving supplemental instruction in academics and perception, using techniques and innovations mentioned. Significant improvement was obtained in arithmetic and perception. A long period of supplemental instruction (20 months) was required before significant gains were recorded in reading. Educational implications and a possible extension of this study are discussed.
A Teacher's Approach to Learning Disabilities
Authors: Morsink Catherine
Published: December 2008

Those who work in communities which are isolated or deprived often lack the ideal multi-disciplinary facilities for treatment of the handicapped child. This case study suggests that an ordinary remedial teacher, with some diagnostic help from consultants, can function successfully as the primary therapist for the child with difficulties in learning. This approach requires that the label of “learning disabilities” be extremely gross - that is, based simply on evidence that the child's achievement does not approach his potential. More refined definition of specific learning problems and abilities thus becomes the end product of continuous evaluation and diagnostic teaching. This approach postulates that neither lack of expert diagnosis nor the misdiagnosis “unreachable” can be accepted by the teaching profession as valid reasons for failure to help the handicapped child.
Experimental Systems Research
Authors: Dillon Edward J.
Published: December 2008

The installation of workable learning disability programs on a wide scale demands serious operational research. The systems approach to the establishment and ongoing renewal of programs for the treatment of learning disabilities is described. The focus of this immediate and practical programming orientation is on the establishment of an effective institutional solution to a complex problem within the educational system. A case study of systems programming for learning disabilities is cited to highlight the approach and its results and implications.
Measurement of Verbal Listening Accuracy in Children
Authors: Mecham Merlin J.
Published: December 2008

A multiple-choice intelligibility-type listening accuracy test was administered to 1,857 elementary-school-age children, in groups of 30, and to 200 children age 5 through 9 years in individual settings. Two hypotheses which proved to be acceptable in the study were: (1) listening accuracy is a developmental phenomenon as measured by the present test; and (2) listening accuracy, as assessed in this study, can be reliably measured in groups as well as on an individual basis.
Specific Reading Disabilities
Authors: Wagner Rudolph F.
Published: December 2008

Reading disabilities are examined by postulating the compatibility/incompatibility of two separate systems, namely the learner and the task. “Learning disabilities” are viewed as the partial or total incompatibility of the dual-system interplay. The suggested model allows for simultaneous assessment of the two systems with a view on remediating both intra-system deficiencies and inter-system incompanbilities.
Conservation of Multiple Space Relations by Children
Authors: Kershner John R.
Published: December 2008

One hundred and sixty 1st grade children were tested for their ability to conserve multiple space relations. An analysis of task—related errors supported Piaget's notion of representational space and the importance of particular field configurations. A figure's relative position was highly important to successful performance, whereas absolute orientation was a secondary factor. More difficulty in reproducing space relations was experienced by the children on a 180° transformed field in comparison to copy, 90° right, and 90° left rotations. An explanation for the manner in which reversals of symmetrical figures may occur is presented. Implications of the findings for diagnosis and remediation of spatial disabilities are also discussed.
Differences in Attitude of Educationally Handicapped, Mentally Retarded and Normal Students
Authors: Guthery George H.
Published: December 2008

Three study groups were drawn from a middle-class elementary school district - 85 normal students, 47 educationally handicapped, and 16 mentally retarded students. Each group was administered the Burks School Attitude Survey and the responses to the three attitudinal dimensions of teacher, school and academics were tabulated. Chi squares were then computed. Results indicated significant differences between normal and educationally handicapped children in all three dimensions, and a significant difference between normal and mentally retarded children in the dimensions of school and academics. The educationally handicapped and the mentally retarded children expressed more negative attitudes than the normal children for all three dimensions.
Psychological Monitoring of Interventions into Educational Problems with Psychoactive Drugs
Authors: Court J. H.
Published: December 2008

Attempts to modify behavior disorders associated with cerebral dysfunction in children have included the use of both stimulant and tranquilizing drugs. Although the former now appear to be gaining popularity, their effects are paradoxical and must be balanced against the risk of harmful side-effects. Techniques of psychological testing involving psychomotor measures are reported which offer sensitive means of monitoring the relative effects of medication. Their quantitative nature allows clinical decisions to be made quickly and objectively. In the two cases presented, stimulant drugs were associated with both educational and behavioral improvements.
Recent Drug Studies With Hyperkinetic Children
Authors: Conners C. Keith
Published: December 2008

A brief overview is given of recent controlled studies of the effects of stimulent drugs on general behavior, motor organizaition, cognition and learning, physiololigical responsiveness and attentions in hyperkinetic children. Emphasis is placed on objective methods of assessment of drug effects which have began to allow standing clinical lore to become documented and to contribute to the understanding of basic psychological and physioloicial process involed in the heterogenous disorders lumped under the label of “hyperkinetics syndrome.”
A Compensatory Model for Psychoeducational Evaluation of Children with Learning Disorders
Authors: Keogh Barbara K.
Published: December 2008

A compensatiory model of learning success and learning failure is proposed as a framework for psychoeducation evaluation of learning disordered children. Assumptions and implications of a compensatory approach for evaluation are summarized and described. Learning disorders are conceptualized in terms of the number, strength, and availability of psychological abilities which relate to tasks to be learned. Focus of evaluation is on identification of task-relevant abilities which may be used or developed for learning success. Diagnostic evaluation is viewed as a method of identifying compensatory abilities which provide a basis for remedial strategies.
Reading Readiness Factors as Predictors of Success in First Grade Reading
Authors: Lowell Robert E.
Published: December 2008

This is a report of the predictive validity of several commonly used measures of reading readiness. Of the many factors included in reading readiness tests, alphabet letter names appear to best reflect readiness for learning to read. Apparently performances involved in knowing letters by names includes auditory and visual discrimination in an integrated style and is more potent than discrete measures of auditory or visual discrimination.
A First Primer on Visual Perception
Authors: Blankenship Elise
Published: December 2008

The surge of interest in the area of visual perception has been marked by the publication of numerous studies, programs and remedies that can bewilder the beginning teacher. For the parent, the term “visual perception” is usually presented as “something your child needs to develop.” There is no doubt that parents and new teachers need a basic understanding of and orientation to visual perception. This discussion is intended for use as an initial orientation to visual perception that could be provided to parents and teachers by the specialist in the field and, in turn, would help promote healthy visual perception development in children.
Learning Disabilities or Instructional Problems?
Authors: Brabner George
Published: December 2008

The roles and functions of learning disability teachers will not be clearly defined until a more basic issue is resolved: namely, should teacher training conform to the traditional clinical or disease model, or should it be based on a natural science approach? Some of the implications for teacher training for each approach are discussed.
Rhythm and Sequencing in an Intersensory Approach to Learning Disability
Authors: Kallan Cynthia A.
Published: December 2008

This paper discusses the importance of rhythm as the cohesive quality that builds the bridge between perceptual processing. Rhythm in movement and the rhythm of sustained sequence are seen as the essential elements that unify the entire inter-modal system of information processing. The introduction of an external rhythmic cue serves as a guide to which perceptual responses may be measured by both the therapist and the child. There is a subtle difference between using a method and employing a technique. What has been developed is a technique which the therapist can bring to the learning environment.
Cumulative Minor Deficits
Authors: Galante Margaret B. , Flye Marion E. , Stephens Lillian S.
Published: December 2008

In order to uncover trends and relationships between achievement and physical factors, data were collected over a seven-year period on 71 children in a normal school population. The subjects in the study were an entire entering kindergarten class in a suburban public school in a middle to upper-middle class community. The data indicate that an unusual birth history is present to a far greater degree in children who achieve below their intellectual ability than in children who achieve up to their potential. No single causative factor was found in the underachieving group. However, an accumulation of minor deficits (unusual birth history, eye muscle imbalance, abnormal EEG, other neurological interference) appeared in all of the severe underachievers.
A Comparsion of Figure Drawings and WISC IQ's Among Disabled Readers
Authors: Pikulski John J.
Published: December 2008

Children's figure drawings have been used as a measure of intellectual development since at least the 1920's. This study assesses the relationship between IQ scores from two systems for scoring figure drawings as compared to performance on the WISC in a population of disabled readers. The two figure drawing scoring systems yield very similar results in spite of the fact that one was more recently standardized and is more complex. Scores derived from figure drawings show significant correlations with scores from the Performance, but not the Verbal, section of the WISC. Scores on several of the Performance subtests were also significantly related to figure drawing scores. The results of the study also pointed out the need to differentiate subgroups among disabled readers.
Special Education and the Pediatrician
Authors: Bateman Barbara , Frankel Herman
Published: December 2008

The involvement of pediatricians in educational planning for exceptional children is increasing. This article briefly presents areas of mutual interest to pediatric medicine and special mental — education retardation, learning disabilities, reading problems, and parent groups. Selected aspects of appropriate working relationships among medical and educational personnel are discussed from the vantage point of some educators. The implications of certain changes in special education — replacing the medical framework with behavioral systems, de-emphasis of etiology, and a thrust to maintain exceptional children in mainstream educational programs — are presented.
A Comparison of Social Class Effects in Two Tests of Auditory Discrimination
Authors: Elenbogen Elaine Manheim , Thompson Glen Robbins
Published: December 2008

This study was designed to investigate the relatively poor performance of lower class children on tests of auditory discrimination. Each of 30 middle class and 15 lower class kindergarten children was individually administered two tests of auditory discrimination. One of the tests was the Wepman, and the other was similar to the Wepman except that phonemes were exchanged between word pairs to create nonsense syllables. Error scores were analyzed, and it was shown that social class differences in error scores disappeared with the use of the distorted form of the Wepman. The results seem to suggest that the Wepman may measure a vocabulary factor in addition to auditory discrimination.
Determinants of Performance of the Bender Gestalt Test and Raven's Progressive Matrices (1947) Test
Authors: Kerr Andrew S.
Published: December 2008

This article reports the results of a study which examined a number of determinants of visualmotor coordination and visual-perceptual reasoning in elementary school children. The effects of grade level, achievement level, and sex were studied. The results indicate that visual-motor coordination and visual-perceptual reasoning performance are significantly affected by achievement and grade level but not by sex.
The Adoescents with Learning Probems
Authors: Kline Carl L.
Published: December 2008

In a sense, adolescents with learning problems are at the end of the learning disability gauntlet. Often undiagnosed or misdiagnosed, misunderstood, and ineffectually treated, they are already battered and bruised by the time they enter the stormy adolescent years. After years of frustrating underachievement and failure, it is hardly surprising that they end up with serious personality problems or psychiatric symptoms, often becoming dropouts or frequent attcnders in juvenile courts. An attempt is made here to understand the manifestations of learning disabilities in this age group. A developmental approach is advocated, with special emphasis upon the child in the total society. Learning disabilities are seen as being basically societal problems, fostered by the society which has created an educational system which often fails to educate. Some practical suggestions are made for helping adolescents with learning problems, and possible approaches to meaningful prevention are discussed.
The Challenge of Personal Pronouns
Authors: Fay Warren H.
Published: December 2008

Problems in the verbal comprehension and production of personal pronouns, often characteristic of learning disabled children, far exceed traditional concerns for self-expression through speech. The pronominally confused youngster has difficulty both in the resolution of heard pronouns and in the decoding of messages in which they are embedded. Moreover, the shifting nature of pronoun forms presents unique problems in acquisition. These problems are discussed in relation to both the traditional concern for the primacy of the spoken“I” and a contrary approach based on echolalia and favoring a focus upon the“you” which the child hears. Two observational studies are offered in further support of the latter approach. Suggestions for clinical management and treatment of pronominal avoidance and confusion are offered.
A Handwriting Mode for Children with Learning Disabilities
Authors: Mullins June , Joseph Florence , Turner Caroline , Zawadzski Robert , Saltzman Larry
Published: December 2008

This paper describes a rationale for the systematic development of a cursive handwriting script for children with learning disabilities. A script is presented which has been developed and modified by the collaboration of educators and teachers, an optometrist, a graphic artist, and an occupational therapist. It is hoped that this script will answer a need of teachers and their children in a long neglected area of academic concern.
Viewpoint
Authors: Fleischer Susan
Published: December 2008

One way to help cope with the problem of poor reading ability in the elementary schools, particularly in schools in poverty areas, is dealt with in this article: It is recommended that school and classroom libraries be filled with lots of paperback books of high interest level but low reading level from the time children first learn to read. The article presents a method for using paperbacks to improve children's reading motivation, competence, and independence. It also gives examples of good low-reading-level/high-interest-level books, reading budgetary facts in poverty area schools, advantages of paperbacks to children in their quest for skillful independent reading, and the economic practicality for schools and publishers of producing and purchasing paperbacks.
A Benchmark Compendium
Authors: Scheffelin Margaret A.
Published: December 2008

Reading Forum (subtitle: A Collection of Reference Papers Concerned with Reading Disability), NINDS Monograph No. 11, Calkins, Eloise A., (ed.), Bethesda, Md: National Institute of Neurological Diseases and Stroke, 1971, 256 pp. Available from the NINDS Information Office. National Institutes of Health, Bethesda, Md. 20014. Also available from the Government Printing Office at $2.00.
Analysis of the Figurative and Operative Processes of Thought of 40 Dyslexic Children
Authors: Klees Marianne , Lebrun Ariane
Published: December 2008

This study shows the existence of quantitative retardations and qualitative perturbations in the cognitive processes of a group of dyslexic children. Eighty percent of them present serious delays in the developmental level of the figurative aspects of thought. This was particularly observed among the older children in the group. We also noted a delay among the dyslexics concerning the acquisition of operative mechanisms. Qualitative disturbances specific to certain items and certain tests occurred. These characteristics are essendally modes of approach that seem related to disturbances in the figurative aspect of thought: all the subjects who were very disturbed from a figurative point of view also showed a delay in operativity; none of the eight figuratively undisturbed children showed this operative delay. Thus, in this group of dyslexic children, the “abusive preponderance” of perception hinders the arrival of their thought processes at the more evolved and more operative intellectual stages of development.
Is There Really a WISC Profile for Poor Readers?
Authors: Kender Joseph P.
Published: December 2008

The Wechsler Intelligence Scale for Children is viewed by reading specialists as a significant test instrument in diagnosing reading problems. A number of studies have been conducted to find out how poor readers perform on the WISC — more specifically, to determine if a WISC profile for poor readers exists. This paper looks at some of the research to determine if any valid generalizations can be made about a WISC profile for poor readers Eight studies that are representative of the work that has been done are reviewed. The varied nature of the studies, however, does not permit generalizations about a WISC profile for poor readers. The value of studying average scores is questioned. It is suggested that the focus of the research be shifted from studying the performances of groups of poor readers to attempting to understand the implications that the WISC subtests have for the reading process itself.
Using an Educational Clinic in Teacher Training
Authors: Guggenheim Fred
Published: December 2008

This paper discusses an attempt to make a college educational clinic more effective in its use for teacher training. It focuses on integrating clinically oriented teacher training programs e.g., guidance counselor, corrective reading teachers, special education personnel — by forming interdisciplinary teams. These teams are given intensive field experience in the community under interdisciplinary supervision. Each specialist is given basic training in the techniques used by the other team members.
Word Form Configuration Training of Visual Perceptual Strengths with Learning Disabled Children
Authors: Sabatino David A. , Streissguth William O.
Published: December 2008

The recent focus on the perceptual deficits of children with learning disabilities has led educators to ask whether an instructional program should be directed at a child's perceptual strengths or weaknesses. In this study, a sample of children with learning disabilities was divided into two groups, one with auditory perceptual strengths (audiles), the other with visual perceptual strengths (visiles). The differences between the strong and weak perceptual skills within each group were statistically significant. Other perceptual and language differences between the two groups were not significantly different. An experimental Word Form Configuration Training Program, which directed all teaching input through the visual modality, significantly modified the visual perceptual behavior and reading achievement of the visile and not the audile children in the experimental groups.
Practical Programs, Materials and Techniques
Authors: Bannatyne Alex
Published: December 2008

The materials reviewed in this issue include two tests which meet some of the needs of those working with younger children. Remember, this feature is not confined to published programs; if you are using your own self-made program and wish to give it wider exposure, send it to me at the Bannatyne Children's Learning Center, 6950 N. Kendall Drive, Miami, Fla. 33156.
The Early Detection of Minimal Brain Dysfunction
Authors: Eaves L. C. , Kendall D. C. , Crichton J. U.
Published: December 2008

To avoid emotional and learning difficulties in children with minimal brain dysfunction (MBD) early detection is desirable, and a battery of tests has been devised to achieve this. The battery was administered to 228 children at the start of their kindergarten year. Of 49 children who failed the battery, 25 were matched with 25 controls and were examined in detail neurologically and psychologically. The battery distinguished normal children (who passed) from those who failed. In the latten group, two types of children were found: (1) children clinically diagnosed as having MBD, (2) children thought to be immature, some of whom improved on readministration of the test battery eight months later and who are expected to show continued improvement but will likely have difficulty in Grade I. However, three false positives and one false negative were found. On 11 of the 12 tests the mean scores of the immature were better than those of the MBD.
Practical Programs, Materials and Techniques
Authors: Bannatyne Alex
Published: December 2008

Reviewed in this issue are two tests which meet some of the needs of those working with younger children. Remember, this feature is not confined to published programs, if you are using your own self-made program and wish to give it wider exposure, sent it to me at the Bannatyne Children's Learning Center, 6950 N. Kendall Drive, Miami, Fla. 33156.
Comparative Behavioral Ratings of Parents with Severe Mentally Retarded, Special Learning Disability, and Normal Children
Authors: Strag Gerald A.
Published: December 2008

This investigation was concerned with similarities and differences in the perceptions of parents with normal children, learning disabled children, and severe mentally retarded children. All three groups of parents were sent the same 30-item behavioral rating scale and the same set of instructions. The rating scale contained three types of items: items indicating behavioral or emotional disturbances, items indicating possible neurological disturbance, and items with little or no diagnostic value. The return was approximately 98 percent. A specific learning disability syndrome emerged from the responses of the parents with learning disabled children. Several variables indicating possible neurological dysfunction and/or emotional disturbance also emerged from the ratings of the learning disabled parents.
On Structuring a Lesson
Authors: Lettick Amy
Published: December 2008

The needs of seriously handicapped brain-damaged and autistic children require that a teacher provide a highly structured lesson and environment, Many basic factors which contribute to a well structured lesson are frequently overlooked. Prepared for teachers at Benhaven, a day school in New Haven, Connecticut, this paper points out the elements which contribute to a well-organized lesson and the factors which might militate against a good lesson. Less handicapped children could benefit from a modification o f the same structuring procedures, adapted to their levels of disability and strengths.