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EC 061 506

Learning Disabilities-Research; A SelectiveBibliography. Exceptional Child Bibliography SeriesNo. 616.Council for Exceptional Children, Reston, Va.Information Center on Exceptional Children.Bureau of Education for the. Handicapped (DHEW/OE) ,

Washington, D.C.Nov 7326p.Council for Exceptional Children, 1920 AssociationDrive, Reston, Virginia 22091

MF -$0.75 HC -$a.85 PLUS POSTAGE*Abstracts; *Annotated Bibliographies;Bibliographies; *Exceptional Child Research;*Learning Disabilities .

ABSTRACTThe annotated bibliography on learning disabilities

research contains approximately 100 abstracts and associated indexinginformation for documents, published from 1963 through 1973, whichhave been selected from the computer file of the Information Centerof the Council for Exceptional Children. It is explained that theabstracts were chosen according to criteria of availability ofdocument to user, current applicability, information value, authorreputation, and classical content. Preliminary information is givento explain how to read the abstract (a sample abstract is includedfor identification of abstract parts), how to use the author andsubject indexes, how to order documents through the ERIC DocumentReproduction Service (EDRS), and how to order ',Exceptional ChildEducation Abstracts" in which the abstracts are originally published.Also provided are a list of terms searched to compile thebibliography and a list of journals from which articles wereabstracted. References included treat of aspects such asidentification of children with perceptual motor dysfunction, readingdifficulties, and parent attitudes. (MC)

U.S. DEPARTMENT OP HEALTH,.EDUCATION I MOANSNATIONAL INSTITUTE OP

EDUCATIONTHIS OOLUMEN1 HAS SEEN REPROOuCE0 EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION DR OINATING IT. POINTS OF VIEW OR OPINIONSSTATED 00 NOT NECESSARILY RERRESNT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY.

LEARNING DISAI3ILITES-RESEARCH

A Selective Bibliography

November, 1973

CEC Information Center on Exceptional ChildrenAn ERIC Clearinghouse

The Council for Exceptional Children1920 Association DriveReston, Virginia 22091

Exceptional Child Bibliography Series No.616

The work presented or reported herein was performed pursuant to a grant from the Bureau ofEducation for the Handicapped, US Office of Education, Department of Health, Education, andWelfare. However, the opinions expressed herein do not necessarily reflect the position or policyof the US Office of Education and no official endorsement by the US Office of Education shouldbe inferred.

The CEC Information Center on Exceptional ChildrenWith a grant from the UP Office of Education, the CEC Information Center was established at The Council for Exceptional

Children to serve as a comprehensive source of information on research, instructional materials, programs, adMinistration,teacher education, methods, curriculum, etc. for the field of special education. The Center functions as the Clearinghouse onExceptional Children in the Educational Resources Information Centers (ERIC) program and also as a member center in theSpecial Education IMC!RMC Network. In addition, the CEC Center's program includes a commitment to a concentrated efforttowards the development of products which will interpret research results into educational methods and practices.

How to Use This BibliographyThe Exceptional Child Bibtiography Series was initiated by the CEC Information Center to answer the need for rapid re-

sponses to specific requests for information. The volume of information requests received by the Center is analyzed and usedas a guide in preparing special topic bibliographies in the field of exceptional child education. Abstracts contained in the biblio-graphies are drawn from the computer file of abstracts which represents the CEC Information Center's complete holdk.gs as ofthe date indicated on each bibliography.

Selective editing by Information Specialists is performed on each bibliography. From the total number of abstracts drawnfrom the file on a particular topic, selection is made of only those judged to best meet the following criteria: availability of thedocument to the user, currency, information value, author's reputation, and classical content. The number of abstracts selectedto appear in a bibliography may vary from one to 100, depending on the amount of suitable information available. Updating ofbibliographies as new material becomes available is accomplished when the volume of new material reaches 25 percent of pres-ently available material on a given topic.

How to Read the AbstractEach abstract contains three sections-bibliographic-data, descriptors, and a summary of the document. The bibliographic

section provides the document's identifying number (ED and/or EC), publication date, author, title, source, and availability.The descriptors indicate the subjects with which a document deals. The summary provides a comprehensive overview of thedocument's contents and in some cases document availability is announced here.

How to Use the IndexesSome bibliographies in Exceptional Children Bibliography Series contain author and/or subject indexes. In these bibliogra-

phies, readers seeking work on a specific aspect of the general topic may consult the subject index to be referred to soecific ab-stract numbers. Abstracts dealing with several topics may be identified by finding the same abstract number under two or moresubjects in the subject index.

How to Purchase DocumentsDocuments with an ED number and EDRS availability indicated may be purchased from the ERIC Document Reproduction

Service (EDRS). For your convenience an order form is provided on the back cover of this bibliography.

Abstracts appearing in the bibliographies have also been published in Exceptional Child Education Abstracts, the quarterlyabstract publication of the Council for Exceptit,nal Children. Approximately 750 abstracts covering the broad range of excep-tionality appear in each issue. (Subscription order form below.)

(Make checks payable to) EXCEPTIONAL CHILD EDUCATION ABSTRACTS The Council for Exceptions/ Children1920 Association Drive, Reston, Virginia 22091

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INDEXING TERMS SEARCHED

indexing terms used to retrieve information on Learning Disabilities Research from the Center's computer file of abstractsare listed alphabetically below:

AphasiaDyslexiaExceptional Child ResearchRye Hand CoordinationLanguage HandicappedLateral DominanceLearning DisabilitiesMinimally Brain InjuredMotor DevelopmentPerceptual Motor CoordinationPerceptual Motor LearningPerceptually HandicappedPsychomotor SkillsReading Difficulty

JOURNALS USED

Abstracts of articles from the following periodicals appear in this bibliography:

Child Development, University of Chicago Press, 5801 Ellis Avenue, Chicago, Illinois 60637

Education and naining of the Mentally Retarded, Council for Exceptional Children, 1920 Association Drive, Reston,Vireuia 22091

Exceptional Children, Council for Exceptional Children, 1920 Association Drive, Reston, Virginia 22091

Journal of Child Psychology and Psychiatry, Fairfax Park, Elmsford, New York 10523

Journal of Learning Disabilities, 5 North Wabash Avenue, Chicago, Illinois 60602

Journal of Reading, 6 Tyre Avenue, Newark, Delaware 19711

Journal of School Psychology, 51 Riverside Avenue, Westport, Connecticut 06880

Journal of Special Education, 3515 Woodhaven Road, Philadelphia, Pennsylvania 19154

Pediatrics, Americs n Academy of Pediatrics, Evanston, Illinois 60204

The Reading Teacher, International Reading Association, 6 Tyre Avenue, Newark, Delaware 19711

The abstracts in this bibliography were selected from Exceptional Child Education Abstracts, Volumes IV, No. I.

ABSTRACT 10617EC 01 0517 ED 023 213Publ. Date Sep 66 41p.Kershner, John R.; Bauer, David H.Neuropsychlogical and Perceptual-Motor Theories of Treatment for Chi!dren with Educational Inadequacies.Pennsylvania State Department of PublicInstruction, Harrisburg, Bureau of Re-searchEDRS mf,hc

Descriptors: exceptional child research;learning disabilities; perception; learning;child development; learning theories;adaptation level theory; models; neurological organization; etiology; mentallyhandicapped; psychoeducational process.es; perceptual motor learning; perceptualdevelopment; space orientation; GlennDoman; Carl FL Delacato; Newell C.Kephart

Two divergent approaches to the treat-ment of children with nonprogressivebrain injury (the medical or neuropsy-chological and the educational or percep-tual-motor) are discussed and comparedby treatment rationale, models of theperceptual process, etiology, and organi-zation theory. A guide to a comprehen-sive theory of development, based onstimulation of the central nervous sys-tem, is presented; and, by placing thetwo theories in perspective, a treatmentrationale is derived from the similaritiesof their methods. The design of a theo-retical model based on the latest neurol-ogical findings is suggested. Recommen-dations for research, a pitot study on theneuropsychological method, a develop-mental profile chart, and a 33-item bibli-ography are included. (DF)

ABSTRACT 10573EC 01 0513 ED 021 357Publ. Date Aug 67 C/p.Best, Helen and OthersThe Effect of Structured Physical Ac-tivity on the Motor Skill Developmentof Children with Learning Disabilities(Minimal Brain Dysfunction).Memphis State University, TennesseeEDRS mf,hc

Descriptors; exceptional child research;learning disabilities; physical education;minimally brain inj.hed; physical activities; motor development; skill develop-ment; tests; psychomotor skills; percep-tual motor coordination: perceptual mo-tor learning; children; special programs;Johnson Test of Motor Skill Develop-ment

Students in 24 perceptual developmentclasses for the minimally brain injuredwere studied to determine the effect ofstructured physical activity on motorskill development, to compare this effectwith the effect of unstructured activity.and to determine the effect of an in-creased amount of time of physical activ-

Learning DisatilitiesResearch

ABSTRACTS

ity. The Johnson Test of Motor SkillDevelopment was administered beforeand after an 8week program. The exper-imental group of classes was given struc-lured physical activities; the controlgroup had regular play periods. Resultsindicated a statistically significant differ-ence between the experimental and con-trol groups (p less than .01) with in-creased motor skill development occur-ring in the experimental group.Schedules and diaries recording struc-tured activities used in the experimentalgroup are included, The Johnson Test,four tables, four illustrations, and a 19.item bibliography are provided. (LE)

ABSTRACT 10609EC 01 0609 ED N.A.Publ. Date Nov 67 6p.Nolen, Patricia A. and OthersBehavioral Modification in a JuniorHigh Learning Disabilities Classroom.

EDRS not availableExceptional Children; V34 N3 P163.8Nov 1967

Descriptors: exceptional child research:learning disabilities; behavior; programedinstruction; teaching methods; juniorhigh school students; behavior change;individualized instruction; reinforcement:

development; academic achieve-ment: reading; mathematics; operantconditioning

Eight students with serious learning andbehavior disorders were enrolled in thejunior high classroom of the Universityof Washington Experimental EducationUnit. Completely individual programswere organized on a behavioral basis.Activities known to be highly interestingto the students served as reinforcementcontingencies to reinforce academic ac-tivities. Significant academic gains oc-curred over the 24-week teaching period.Behavioral el qnges did not appear limit-ed to accelerated academic responserates, suggesting that broader use ofmanagement techniques may be feasible.One figure and I I references are pro-vided. (3W)

ABSTRACT 10761EC 01 0761 ED 024 163Publ. Date Apr 67 113p.Sapir. Setma G.A Pilot Approach to the Education ofFirst Grade Public School Childrenwith Problems In Bodily Schema, Per -ceptual -Motor and/or Language De-velopment. Final Report.Columbia University. New York, NewYork, Teachers College;Union Free School District Number 1,Scarsdale, New YorkOffice of Education (DHEW), Washing.ton, D. C.. Bureau of ResearchEDRS mf,hcOEG-32.42-0280-6005BR-6-8275

Descriptors: exceptional child research;learning disabilities; perception; lan-guage; teaching methods; grade I; vis1:41perception; targuage development; sea-demlcachievement; auditory perception;discriniination learning; perceptual motorlearning; expressive language; experi-mental programs; perceptual develop.ment; screening tests; sensory integra-tion; experimental teaching

Fifty-kur kindergarten children werescreened with the Sapir DevelopmentalScale to highlight deficiencies in bodilyschema, perceptual motor skills, and lan-guage deselopment, and were matched ingroups of three by score, chronologicalage, and sex with one of the three actingas control. Three first grade classes wereorganized as follows: one experiemntalwith 12 deficit children using a deficitcentered training curriculum; one experi-mental with 24 normal children using atraditional curriculum; one control withsix deficit children and 12 normal chil-dren using a traditional curriculum. Thechildren were given a battery of psycho-diagnostic tests in the fall and spring ofthe first grade. The results clearly fa-vored the deficit children in the experi-mental class with significant differencesin mean change in Wechsler IntelligenceScale for Children scores (p equals .05).visual perception and language function-ing (p equals .01), and in perceptualmotor skills (p less than .05). Importantchanges were also noted for the samegroups in auditory-visual integration andvisual perception, and in language devel-opment, particularly in expressive areas.Little difference was seen in the meas-urement of academic achievement.Performance favored the normal experi-mental grot,,, but without significant dif-ferences. (Author/SN)

ABSTRACT 10842EC 01 0842 ED 003 854Publ. Date 64 22p.Lewis, Edward R.Initial Teaching Alphabet (I.T.A.) farInstruction of Reading DisabilityCases.San Jose State College, CaliforniaOffice of Education (DHEW). Washing-ton. D. C.EDRS mf,hcCRP -S -145

Descriptors: exceptional child research;reading; learning disabilities; teachingmethods; instructional materials; remedi-al reading clinics; reading materials;methods research: reading failure; read-ing instruction; reading development;comparative analysis; remedial reading;comparative education; foreign coun-tries; orthographic symbols; alphabets:San Jose; California; England

British experimental usage of InitialTeaching Alphabet (ITA) materials and

1

procedures for Instruction of reading dis-ability cases was stueied to determine iflTA methods and n,terials could be sim-ilarly used in a San Jose reading clinic.The investigator made observations inEngland of quality, format, concepts.and use of language in the ITA material.Findings were discussed under nine cate-gories: ITA materials, pupil selection for1TA remedial work, remedial techniqueswith ITA, individual or group methodsfor use with ITA, phonetic or wholeword approaches. diagnosis in ITA reme-diation, the use of supplementary materi-als, extent of teacher training. and ITAand the reading clinic. Generally ITA hashad beneficial effects with children whena history of reading dilute has existed.It was concluded that ITA materialsavailable in England could be used in theUnited Slates with minor modificationsin isolated books. However, additionalmaterials which are not yet available inEngland include high interest, transition-al, skill bdilding, and supplementarymaterials. as well as (TA reading man-uals. (.1 M)

ABSTRACT 10914F.0 01 0914 F.D 026 757Publ. Date Apr 63 144p.An Exploratory Study of Childrenwith Neurological Handicaps in SchoolDistricts of los Angeles County.Los Angeles County Superintendent ofSchools. CaliforniaEDRS mf,hc

Descriptors: exceptional child research;learning disabilities: grouping (instruc-tional purposes); neurologically handi-capped; sex differences; minimally braininjured: clinical diagnosis; special class-es: attendance; regular class placement;parent participation; intelligence tests;student evaluation; academic achieve-ment; teacher attitudes: student attitudes: medical evaluation

A 6-year field study project was under-taken to try out some patterns of specialeducation with neurologically handi-capped children. Three phases empha-sized these objectives: feasibility, classsize. pupil safety. approval, incidence,referral, diagnosis. placement, curricu-lum. treatment, evaluation. teacher quali-fications. parent reactions, expansion,demonstration, and research. In phase 2,116 neurologically impaired childrenwere placed in either special (64) or regu-lar (52) classes. The special class groupgenerally contained older (1/2 year) andmore severe cases; boys outnumberedgirls 7 to 1. After a 3year attendance ina special class, 12 students were recom-mended for return to regular class (out -of 19) while 15 out of 19 children in theregular classes were felt to need specialclass placement. Steady attendance for 2years was in favor of special class stu-dents (86% to 40.4%). Parents of chil-dren in special classes attended meetingsconcerning their children more frequent-ly than parents of regular class children(52% to 7%). Special class studentsseemed favored in the few cases of aca-demic comparison although the childrenwere about 3 years academically retard.

ed, Recommendations were made forfuture research. (RP)

ABSTRACT 21813EC 02 1813 ED N.A.Publ. Date Apr 70 8p.Tarnopol. LesterDelinquency and Minimal Brain Dys-function,EDRS not availableJournal of Learning Disabilities; V3 N4P200.7 Apr 1970

Descriptors: esceptional child research;delinquency; minimally brain injured;learning disabilities; intelligence quotient;culturally disadvantaged; minority groups

To determine if delinquent school drop-outs from minority group ghettos con-tained a higher percentage of brain dys-function than the total population, 102male subjects were stcdied. Full resultshave not yet been analyzed, but prelimi-nary indications are that 39% had signifi-cant difference between verbal and per-formance IQ scores; 58% were readingbelow the sixth grade level: the meangrade of dropout was 10.5: 64% werebelow sixth grade level on understandingdirections: and most of their visual mofor problems were related to visual mo-tor integration and motor coordination.Early indications seem to support theconclusion that the minority group has Jsignificant degree of minimal brain dam-age related to learning disabilities. (3M)

ABSTRACT 22069EC 02 2069 ED 034 669Publ. Date Apr 69 14p.Kasdon. I.awrence M.Causes of Reading Difficulties- -Factsand Fiction.EDRS mf.hePaper Presented at the InternationalReading Association Conference (KansasCity, Missouri, April 30-May 3, 1969).

Descriptors: exceptional child research;dyslexia; interdisciplinary approach;learning difficulties; parent attitudes;reading difficulty; reading failure; readingprocesses

The disagreement on terminology used todescribe reading difficulties and to classi-fy reading underachievers is illustrated.Some of the research findings on physi-cal. intellectual, emotional, and educa-tional factors which cause reading diffi-culty are described, with emphasis onrcp.iinte to questions asked by parents

.a J rifying some misconceptionsheld i y lay cersons and educators. It is

the causes of readingfailure rarely occur in isolation. andtherefore the study of the interactioneffect of several factors becomes met-Oaf. The typical ex post facto studies oflearners from 9 to 20 years of age workfrom effect to find causes. It is suggestedthat longitudinal studies, particularlywhen conducted by an interdisciplinaryteam, would be much more useful inproviding accurate informatiod,"-aboutcauses of reading failure. A bibliographyis included. (CM)

ABSTRACT 22130EC 02 2130 ED N.A.Publ. Date Jun 70 3p.Swanson, Merlyn S.; Jacobson, AnitaEvaluation of the S.I,T. for ScreeningChildren with LeftnIng Disabilities,EDRS not availableJournal of Learning Disabilities; V3 N6P318.20 Jun 1970

Descriptors: exceptional child research;learning disabilities; test validity; identifi-cation; verbal ability; Slosson Intellig-ence Test

The purpose of the study was to test thevalidity of the Slosson intelligence Test(SIT) as a screening instrument in theidentification of children with learningdisabilities. The SIT scores of 64 subur-ban secondgraders referred as havinglearning problems were compared withth-ir scores obtained on the WechslerIntelligence Scale for .Children (WISC).The SIT scores correlated significantlywith the WISC Verbal I.Q. (equals .64)but not with the Performance I.Q.(equals .10), suggesting that the SIT is es-sentially a measure of verbal intelligencefor such subjects. (Author)

ABSTRACT 2218$EC 02 2185 ED 037 837Publ. Date 24 Aug 69 69p.Rosner, Jerome and OthersThe Identification of Children withPerceptual-Motor Dysfunction; AStudy of Perceptual-Motor Dysfunc-tion among Emotionally Disturbed,Educable Mentally Retarded andNormal Children In the PittsburghPublic Schools.Pittsburgh Univeristy, Pennsylvania,Learning Research and DevelopmentCenter;Pit'sburgh Public Schools, Pennsylvania,Disision of Mental Health ServicesOffice of Education (DREW), Washing-ton, D. C.EDRS mf,hc

Descriptors: exceptional child research;learning disabilities; screening tests; per-ceptual motor learning; test construction;test validity; behavior rating scales; ed-ucable mentally handicapped; emotional-ly disturbed; socially maladjusted; audi-tory perception; body image; perceptualdevelopment; sensory integration; motordevelopment; visual perception; RosnerPerceptual Survey; Rosner Richman Per-ceptual Survey

The Rosner Perceptual Suivey (RPS) andthe Rosner-Richman Perceptual Survey(RRPS) were developed for screeningperceptual motor dysfunction. 17 sub-tests of visual motor and auditory motorfunctions, general motor skills, selfawareness, and integrative function; theRRPS, intended for teacher or parapro-fessional use, Included the same itemsexcept optometric ones and ones requir-ing special equipment. Validation wasconducted with 50 regular, 50 educablementally handicapped, and 50 emotional-ly disturbed and socially maladjustedelementary school students; cross valida-tion was accomplished with more chil-dren from each group. External validity

2 Exceptional Child Bibliography Series

was determined by a behavior ratingscale based on correlates of learning dis-abilities. Variance between scores madeby the regular and the other students wassignificant (p less than .005). Furtherfindings were as follow: RPS items inter-correlated (for 28 of its 30 items p lessthan .005); the RPS and RRPS correlatedfor all three groups (p less than .005); theRPS and the behavior rating scale correlated (p less than .001). Appendixes pro.vide the behavior rating scale and man-uals and supplementary data analysis forthe PPS and RRPS. (JD)

ABSTRACT 22189EC 02. 2189 ED 037 841POI, Date 68 25p.Patterson, Natalie E., Comp.Multi-Sensory Approach to ReadingDlsabilitk3.Fayette County Public Schools, Lexing-ton, Kentucky, Division of InstructionalServicesEDRS mf,hc

Descriptors: exceptional child research;learning disabilities; identification; inter-vention; remedial reading programs;reading difficulties: language arts; re-source teachers: remedial reading; motordevelopment; referral: teaching methods;instructional materials; minimally braininjured; dyslexia; emotional problems

Educational diagnostic methods wereused to screen children evidencing mini-mal brain damage, dyslexia, or emotionalproblems. Of 750 children, 15% had suchdifficulties; they received a highly struc-tured language arts program in homoge-neous transition groups while remainingin their usual homeroom. In addition,thky participated in motor training and arhythm and patterning program. Academ-ic gains resulted In various areas: readingages increased an average of 1.7.Appendixes, comprising about two-thirdsof the document, provide the referralform and an explanation of it along withdescriptions of methods and materialsused in the three programs. (JD)

ABSTRACT 22191EC 02 2191 ED 03) 843Publ. Date 69 243p.Benton. Arthur L., Ed.Contributions to Clinical Neuropsy-chotogy.EDRS not availableAldine Publishing Company, 529 SouthWabash Avenue. Chicago, Illinois 60605($8.50).

Descriptors: exceptional child research;neurologically handicapped; psychophy-siology: aphasia: neurology; neurologicaldefects; medical research; research re-views (publications): behavior pr.terns;anatomy; pathology

Seven aspects of neuropsychology atediscussed including modern trends inneuropsychology by Klaus Poeck, thebehavioral effects of commissural sectionby George Ettlinger and Colin B. Blake-more, neuropsychological studies ofphantom limbs by Sidney Weinstein, andproblems In the anatomical understand-ing of aphasias by Norman Geschwind.Also included are articles on some unan-

Lemming DisabilitiesResearch

swered questions of constructionalapraxia by Arthur L. Benton, a reap-praisal of protopathic and epicritic sensa-tion by Josephine Semmes, and a reviewof recent evidence in audit^ry agnosia byLuigi A, Vignolo. References, a nameindex, and a subject index are provided.(JM)

ABSTRACT 2221?EC 02 2217 ED 037 869Publ. Date 69 27p.Sapir, SelmaLearning Disability and DeficitCentered Classroom Training.Columbia University, New York, NewYork, Teachers CollegeEDRS mf,h.RR -VI-N2

Descriptors: exceptional child research;learning disabilities; sensory training;academic achievement; student evalua-tion; intelligence; perceptual develop-ment; perceptual motor coordination;psycholinguistics; language ability; sexdifferences; minimally brain injured;teaching methods

Eighteen first grade children (10 boysand eight girls, 1Q's 91 to 128) who evi-denced a developmental deficit on theSapir Developmental Scale were placedin one of two groups. Twelve children inan experimental group comprised a selfcontained class and were given deficitcentered training. The six in the controlgroup were placed with 12 children with-out problems and given the traditionalcurriculum without deficit centered train-ing. In the deficit centered program em-phasis was placed on sensory stimulationin a carefully planned environment. Theexperimental group did significantly bet-ter on many, but not all of the intellec-tual, perceptual, and language tests; butdata on academic achievement failed toshow significant differences. Two factorsare noted which might have contributedto the results: children who develop une-venly may have a distinctive learningpattern and process information differ-ently, and neurological impairment couldhave a negative effect on academic per-formance regardless of WISC IQ. Thesefactors and questions raised by the studyare discussed. (RI)

ABSTRACT 22410EC 02 2410 ED N.A.Publ. Date 69 I78p,Thomas, Evan W.Brain-Injured Children.EDRS not availableCharles C. Thomas, Publisher, 301.327East Lawrence Avenue, Springfield. Illi-nois 62703 ($7.00).

Descriptors: exceptional child research;minimally brain injured; neurologicaldefects; neurology; medical evaluation;medical treatment; cerebral palsy; dys-lexia; mentally handicapped; epilepsy;neurological organization; behavior prob-lems; Delacato Method

Past practices, functional diagnosis,management techniques, and treatmentmethods concealing brain injured chil-dren are discussed. The problems withold approaches and the need for new

techniques are presented for brain Inju-ry, cerebral palsy, the pathology of cere-bral patsy, its incidence and prevalence,mental retardation, epilepsy, behavioraldisorders, and dyslexia. The advantagesof a functional approach are included indescriptions of the controversy overbrain injury as a diagnosis, the back-ground and interpretation of neurologicalorganization, the evaluation of neurologi-cal functions, and the principles andmethods of Doman-Niacin° therapeuticprograms. Also included is an article byEdward B. LeWinn on evaluating theresults of treatment of brain injury inchildren. (JM)

ABSTRACT 22437EC 02 2437 ED 033 757Publ. Date Sep 68 21p.Ayres, A. JeanEffect of Sensorimotor Activity on Perception and Learning in the Neurotogi-cally Handicapped Child. Final Prog-ress Report.University of Southern California, LosAngelesChildren's Bureau (DHEW), Washing-ton, D. C.EDRS mf,hc

Descriptors: exceptional child research;academically handicapped; behavior pat-terns; elementary school students; learn-ing disabilities; neurological defects; per-ceptual motor coordination; perceptualmotor learning; senscry training; aca-demic achievement

Because some learning disorders in chil-dren may be associated with perceptual-motor dysfunction, the study tested theeffects of sensorimotor treatment onlearning disorders and explored the na-ture of neurodevelopmental disorders, InPart One, 64 neuromuscular, perceptual,and cognitive measurements made on 36educationally handicapped children withnormal IQ's were subjected to Q-tech-nique factor analysis. The two major pat-terns of deficits associated with low aca-demic achievement were auditory, lan-guage, and sequencing, and postural andbilazeral integration. Part Two soughtsyndromes of dysfunction from an R-technique factor analysis of perceptual-motor test scores. Q-analysis subjectsand additional children with academicproblems were tested. Emerging factorsrepresented types of statistical associa-tions among behavioral parameters apt tobe affected by neurodevelopmentalders. Part Three hypothesized that edu-cationally handicapped children in spe-cial classes receiving sensorimotor train-ing show a greater change in perceptual-motor, language, and academic achieve-ment scores than children receiving theequivalent amount of additional class-room instruction. Test scores failed tosupport this hypothesis. The major con-tribution of the entire project was theidentification of postural and bilateralintegration deficit which interfered withlear ning. (IF)

ABSTRACT 22539EC 02 2539 ED 038 809Publ. bate Nov 69 92p.Hewett, Frank M. and Others

, The Sant* Monica Project:,DeMonstratiois and Evaluation of anEaginsered Ch la, rOuttl Design forEmotionally Disturbed Children in thePublic Schools Phase Two: Primaryand Secondary Level, Final Report.Santa Monica Unified School District,CaliforniaOffice of Educationl (DHEW), Washing-ton, D. C., Bureau of ResearchEDRS mf,hc0E0-0-8-071298 -2799(032)BR-7.1298

Descriptors: exceptional child research;behavior problems; karning disabilities;behavior change; academically handi-capped; reading; regular class placement;special classes; classroom environment;academic achievement; behavior ratingscales; reinforcement; learning readiness;ClassroOm organization; class manage-mem; Elementary and Secondary Educa-tion Act Title III Project; engineeredclassrooms

Following its initial year, an engineeredclassroom for educationally handicapped(EH) children was replicated and extend-ed. Evaluation indicated that the pro-gram could effectively increase emphasison reading and include both primary andsecondary students. Reintegration in the

aular classes for EH children could bedone on both a gradual and compulsorybasis; the difficulty was in accuratelyassessing a given child's readiness forlimited or total reintegration. The preaca-demic focus of the primary classes (ages6 to 8) was validated in that a majorityof subjects from the 1st year who hadreturned to regular classes were averageor above in their functioning after I or 2years in the program. Also EH childrenin the engineered classrooms outdis-tanced children in regular EH classes andapproached or exceeded normal controlsacademically and behaviorally.Appendixes describe the engineeredclassroom and its dissemination and pro-vide a behavior problem checklist andinstructions for a frequency count ofdeviant behavior. (Author/JD)

ABSTRACT 22540EC 02 2540 ED 038 810Publ. Date Jun 69 84p.Freund, Janet W.Survey and Recommendations onLearning Disabilities for TownshipHigh School District No. 113, High-land Pork, Illinois.Township High School District No. 113,Highland Park, IllinoisEDRS mf,hc

Descriptors: exceptional child research;karning disabilities; educational pro-grams; school services; research reviews(publications); resource teachers; inter-vention; program planning; idertrification;learning characteristics; program effec-tiveness; program administration; apecialclasses

Seven of 14 high school students withkarning disabilities were placed in a re-source room. Results were mixed, butstaff affirmed the need for a special pro-gram. Learning disability programs In the

eementary schools underlying the highschool were proposed. Also, programs at12 other high schools wre reviewedalong with the literature on the natureand elements of learning disabilities andon methods of Intervention. Areas forresearch were suggested and specialistswere consulted regarding a proposedlearning action-research center. The re-sulting recommendations for the centerconcerned diagnosis, remediation, facili-ties and materials, staff, Coordination,demonstration, and community and uni-versity involvement. (JD)

ABSTRACT 22979EC 02 2979 ED N.A.Publ. Date St.t1 70 3p.Charlton, BetteAcceptance Plus Structure YieldsLearning.EDRS ,ot availableExceptional Children; V36 NIO P763-5Sum 1970

Descriptors: exceptional child research;minimally brain injured; reading instruc-tion; reading programs

A language arts developmental programfor three boys (two eight years and onenine years old) with minimal brain dys-function was constrncted to study ateaching approach emptasizing supportand understanding given by the teacher(acceptance) and a highly btructured pro-gram. A permissive atmosphere was es-tablished, the students' trust and cooper-ation were obtained, and structured workinitiated with each boy individually.Results showed improved reading, self-confidence, ability to work atone, andability to get along with each other. Eachboy changed enough that further studyof this approach is urged for teachingchildren with minimal brain dysfunction.(KW)

ABSTRACT 23052EC 02 3052 ED N.A,Publ. Date Aug 70 8p.Skubic, Vera; Anderson, MarianThe Interrelationship of Perceptual-Motor Achievement, AcademicAchievement and Intelligence ofFourth Grade Children.EDRS not availableJournal of Learning Disabilities; V3 N8P413 -20 Aug 1970

Descriptors: exceptional child research;low achievers; intelligence factors; per-ceptual motor coordination; academicachievement; intelligence quotient; ele-mentary school students; high achievers;Stanford Achievement Test; CaliforniaTest of Mental Maturity'

The relationship of perceptual-motorachievement, academic achievement, andintelligence was investigated. Eighty-sixfourth grade boys and girls of normalintelligence were studied. On the basis ofperformance on the Stanford Achieve-ment Test (SAT), 41 pupils were desig-nated as low achievers and 45 were des-ignated as high achievers. The CaliforniaTest of Mental Maturity (cimm) and aperceptual-mbtor battery consisting oftests were also administered to the chil-dren. Scores on the perceptual-motor

battery for all children correlated signifi-cantly with their CTMM and SATscores. The combined group of male andfemale high achievers performed signifi-cantly better than the low achiev tr groupon all subtests of the CTMM includingIQ. They also scored significantly betteron six of the II perceptual -motor tests.On the remaining five tests, no differ-ences were noted. (Author)

ABSTRACT 23347EC 02 3387 ED N.A.Publ. Date May 70 6p.Abrams, Jules C.Parental DynamicsThelr Role InLearning Disabilities.EDRS not availableReading Teacher; V23 N8 P751.60 May1970

Descriptors: exceptional child research;learning disabilities; parent role; parentchild relationship; parent attitudes; dys-lexia; case records; minimally brain in-jured; parent education; parent counsel-ing

The perceptions of parents toward achild with severe learning disabilities butno obvious physical problems is dis-cussed. Reactions of parents in two casestudies involving brain-damaged and dys-lexic children are described. It is notedthat the mother of a brain-damaged childfrequently perceives him as a threat toher own narcissism, and that infinite fan-tasies and guilt are common for bothparents. Resulting behaviors of parentsinclude over-protection, over-indulgence,denial, and projection. The importanceof teaching parents about the nature ofthe disability is stressed. It is concludedthat parental dynamics play a very im-portant role in the formulation or exacer-bation of any learning disability, and inunderstanding children whose disabilitieshave no specific psychogenic etiology.(G D)

ABSTRACT 23445EC 02 3445 ED 041 413Publ. late Sep 69 27p.Tolor, AlexanderAn Evaluation of a New Approach inDealing with High School Under.achievement. Final Report.Fairfield University, ConnecticutOffice of Education (DREW), Washing-ton, D. C., Bureau of ResearchEDRS mf,hc0EG-1-9-080040-0008(010)BR-8-A-040

Descriptors: exceptional child research;learning disabilities; underachievers;expectation; reinforcement; motivation;high school students; academic achieve-ment; computer assisted instruction;study 'skills; tutoring; internal-externalexpectation; Roller's Internal-External(1E) Scale

A study was undertaken to determine thedegree and nature of expectancy of rein-forcement in high school underachievers,and to evaluate a method fur modifyingthe internal versus external expectancieswhich relate to motivation for 'achieve.ment and attainment of succest.'A com-

4 Exceptional Child Bibliography Smits

pater instructional program was Used toimpart immediate reinforcement for thesubject's responses, to show that hisbehavior, over which he has direct con-trol, determines his success or failure.Underachievers were Identified, and 16were randomly assigned to a tutorialgroup, 16 to a study skill group, and 17to the computer group (or an eight-weekperiod. it was found that sex and classlevel are important in deterrnining theexternal expectancy tendency of under-achievers. All three experimental ap-proaches resulted in increased internali-ty, without significant differences amongthe groups. Also, none of the approachesresulted In a significant change in gradesearned by the underachievers. Rotter'sInternal-external (I-E) scale is included.(KW)

ABSTRACT 30339EC 03 0339 ED N.A.Publ. Date 32 205p.Monroe, MarionChildren Who Cannot Read.EDRS not availableUniversity of Chicago Press, 5750 EllisAvenue, Chicago, Illinois 60637 (55,50).

Descriptors: exceptional child research;learning disabilities; reading difficulty;reading diagnosis; educational diagnosis;measurement techniques; reading tests;case studies; remedial reading; remedialinstruction; diagnostic tests

Accompanied with numerous researchfindings and statistical data, the text pre-sents analyses of reading disabilities andthe use of diagnostic tests in the instruc-tion of retarded readers. The quantitativemeasurement of reading detects is exam-ined, and typical individual charts show-ing discrepancies between reading andother accomplishments are provided.Data on typical individual profiles of er-rors and on causative factors are ana-lyzed. Methods and results of variousremedial instruction designs are reported,and typical case studies involving diaro-sis and treatment are presented. A relat-ed bibliography, directions for givingtests, and illustrative charts and tablesare also included. (RD)

ABSTRACT 30355EC 03 0355 ED N.A.Publ. Date 70 137p.Critchley, MacDonaldThe Dyslexk Child.EDRS not availableCharles C Thomas, Publisher, 301-327East Lawrence Avenue, Springfield, Illi-nois 62703 ($6.50).

Descriptors: exceptional child research;learning disabilities; dyslexia; neurology;etiology; clinical diagnosis; reading diffi-culty; perception

Developmental dyslexia is explored froma neurological point of view. The growthof knowledge about dyslexia is traced,and conflicting ideas on its nature andcause are discussed. Chapters deal withclassification and terminology, linguisticand pedagogic considerations, maternaland socioeconomic factors In etiology,and clinical manifestations. Also covered

Learning DisabilitiesResearch

are perceptual problems, cerebral domi-nance, minor neurological signs, geneticproperties, and the size of the problem.Psychiatric repercussions are reviewed,and the nature of developmental dyslexiadescribed as the dyslexic child grows up.A lengthy bibliography is included. (KW)

ABSTRACT 30430EC 03 0430 ED 043 994Publ. Date Jul 70 72p.Litchfield, Ticknor B,A Program 01 VISOM-MOtOrPereel).Mal Training to Determine Its Effectsupon Primary Level Children withReading and Learning Deflckncles.Final Report.Ramapo Central Se1001 District No. I.Suffern, flew YorkNew York State Education Department,Albany, Division of ResearchEDRS mf,hc

Descriptors: exceptional child research;perceptually handicapped; visually handi-capped; motor development; academicachievement; reading; perceptual motordevelopment; psychomotor skills; eyehand coordination; perceptual develop-ment

The purpose of the project was to deter-mine to what extent visual, motor, andperceptual training would improve thereading and general achievement of chil-dren with visual, motor, and perceptualdeficiencies. Eighty first, second, andthird graders, identified as having suchhandicaps by gross and fine screeninginstruments, were randomly divided intoexperimental and control groups. For 112hour per day for six months, trainingexercises and activities were conductedin the following categories: ocular motor,movement skills, laterality and direction-ality, spatial judgments, eye-hand coordi-'nation, and visualization. Post-tests ad-ministered were the Fine Screening In-strument, Lorge - Thorndike IQ Test,Gates-McGinitie Reading Test, and Stan-ford Achievement Test. The IQ andAchievement Tests showed no gains ofthe experimental group over the controlgroup. But the fine screening resultsshowed more improvement in visual-motor-perceptual functioning by the ex-perimental group, and anecdotal recordsby classroom teachers reported progressby nearly all the experimental students.(KW)

ABSTRACT 30453EC 03 0453 ED N.A.Publ. Date 70 176p.Delacato, Carl H.A New Start for the Child with Read-ing Problems: A Manual for Parents.EDRS not availableDavid McKay Company, Inc., 750 ThirdAvenue, New York, New York 10017($5.95).

Descriptors: exceptional child research;learning disabilities; reading difficulty;reading; neurological defects; neurology;reading diagnosis; remedial programs;Doman Delacato Method

The first half of the book recounts theauthor's interest in children with reading

problems, his work with brain-injuredchildren and the lessons learned fromstudying the brain, and how he learnedto apply the knowledge gained to chil-dren with reading disabilities. His inves-tigations concerning the development ofthe nervous system and its key influenceon the ability to read are detailed. Thesecond part of the book provides forparents a complete program for treatinga child's reading problem at home.Included is a list for checking the child'shistory, directions for evaluating hisdevelopment, and complete descriptionsof each step in the treatment program.(KW)

ABSTRACT 30464EC 03 0464 ED N.A.Publ. Date 43 349p,Fernald, Grace M.Remedial Techniques in Basic SchoolSubjects.EDRS not availableMcGraw-Hill Book Company, 330 West42nd Street, New York, New York 10036($7,95).

Descriptors: exceptional child research;learning disabilities; reading diffizulty;remedial instruction; remedial reading;clinical diagnosis; teaching methods;etiology; spelling; mathematics; failurefactors; case studies (education)

Resulting from numerous psychologicalexperiments to develop academic skillsconducted at the Clinic School (Universi-ty of California at Los Angeles), the testdescribes the aim of clinical psychology,the clinic school, and problems of emo-tional adjustment. Methods of teachingreading (includ:ng letter-by-letter, word,word group, and phonetic techniques),types of disabilities, rat the applicationof remedial techniques to group workand in the elementary school setting arediscussed. Reports on the results ofwork in the clinical school, remedialreading rooms in Los Angeles CitySchools. and physiological and psycho-logical causes of reading disabilities areprovided. The areas of spelling andmathematics are examined in terms offailure reasons, psychological factors,and remedial methods. The applicationof remedial techniques to the mentallyhandicapped is expl red, and case stud-ies involving various disabilities are pre-sented. Information n Individual differ-ences in imagery an specific investiga-tions of reading disc ilities are append-ed, and a related bib *ography is includ-ed. (BD)

ABSTRACT 30520EC 03 0520 ED N.A.Publ. Date 70 162p.Deutsch, Cynthia P.; Schumer, FlorenceBrain-Damaged Children: A Modality-Oriented Exploration of Performance.

EDRS.not availableBrunner/Mazel, Inc., 80 East Ilth Street,New York, New York 10003 ($7.95).

Descriptors: exceptional child research;neurologically handicapped; minimallybrain injured; visual perception; auditoryperception; tactual perception; haptic

5

perception; perception tests; lateral domfinance; sensory integration; conceptformation; perceptual motor learning;perception

Performance of 39 braindamaged chil-dren (C.A. 6-1 to 12.6) and 39 neurologi-cally unimpaired children matched forage, sex, and socioeconomic variableswas studied. Tests to measure visual,auditory, and tactile or haptic perceptionwith various degrees of interferencewere administered. Also measured wereauditory discrimination, right-left dis-crimination. lateral dominance, modalitypreference, concept formation skills, andintersensory-multimodal performance. Ingeneral, findings showed that the testscould be used with the brain-injured sub-jects and there were good reliabilities forperceptual and perceptualmotor tasks.Test intercorreiation was not high, show-ing that the braininjured child does nothave a general perceptual impairment.Brain-injured subjects showed more con-sistency and stability within a sensorymodality than did control subjects.Brain.injured subjects performed as wellas normal subjects on simple, unimodaltasks, but less well on complex tasks andintersensory, multimodal tasks in visualand auditory areas. Tasks of a tactualnature and perceptual motor procedureswere difficult for brain-injured subjects.On conceptual procedures. brain-injuredsubjects' performance appeared relatedto input and stimulus factors rather thanconceptual inability. Implications fordiagnosis and education are noted. (MS)

ABSTRACT 30838EC 03 0836 ED N.A.Publ. Date 70 144p.Clark, Margaret M.Reading Difficulties in Schools.EDRS not availablePenguin Books. Inc.. 7110 AmbassadorRoad, Baltimore, Maryland 2120741.45).

Descriptors: exceptional child research;dyslexia: reading difficulties: readingreadiness; teacher role; remedial pro-grams; school community reiationship:learning disabilities

To determine the extent to which certainvariables in dyslexia were related to ear-ly reading progress in children, a com-munity study was conducted involving1544 children (age 7). Children consid-ered to be backward readers were re-tested at eight years of age. The thirdpart of the study concerned the smallnumber of children of average intellig-ence who continued to have difficultywith reading. It was found that about13% of the children showed independentreading skill after two years of school.Adequate motor coordination was shownby only 31.8% of the children at age sev-en. In general, it was noted that the diffi-culties of the problem readers were notspecific to the problem of decipheringwords on a printed page: there was adiversity of disabilities and not a common pattern to the group. Implicationsfor the role of the teacher and of theremedial service were assessed. (CD)

ABSTRACT 30883EC 01 0863 ED N,A.Publ, Date Nov 70 5p.Ferinden, William E.; Jacobson, Sher-manEarly Identification of Learning Dis-abilities,EDRS not availableJournal of Learning Disabilities; V3 N11P589.93 Nov 1970

Descriptors: exceptional child research;learning disabilities; predictive ability(testing); identification; kindergarten chil-dren; early childhood; predictive validity;teacher role

Sixty-seven kindergarten children werescreened for potential learning disabili-ties. Test profiles indicated that teachers'observations were useful (80%) in theselection of potential learning problems.The Wide Range Achievement Test andthe Evanston Early Identification Scalewere found to be reliable instruments forpredicting which kindergarten childrenwould not experience success in readingin the first grade. The Bender GestaltVisual Motor Test was not a reliable in-strument for prediction at this level. TheMetropolitan Reading Test was an effec-tive predictor only if the total test scoresfell below the 30th percentile. (Author)

ABSTRACT 30982EC 03 0982 ED N.A.Publ. Date 70 233p.Swartz, Gtarge A., Ed.; Tracy. NathanL., Ed.Language-Learning System andLearning Disability.EDRS not availableSelected Academic Readings, Simon andSchuster, Inc., 630 Fifth Avenue, NewYork, New York 10020,

Descriptors: exceptional child research;learning disabilities; language develop-ment; language research; learning diffi-culties: learning processes; language role;reading difficulty; dyslexia; autism; neu-rology; language handicaps; auditoryperception; edu.:ational research

Selected readings deal with the symbioticconnection of language and learning. Anintroductory section discusses Language-Learning System, under which languageprocess and language media are sub-sumed, and children with disabilities inLanguage-Learning System. The 17 arti-cles deal with such subjects as brainchemistry, development of the brain andlanguage evolution, developmental ap-proach to language disorders, handed-ness and language function, autistic chil-dren (including a review of research),dyslexia in braille-readers, ophthalmolo-gist's role in dyslexia, construction andasse'sment of an experimental test ofauditory perception, auditory perceptionin kindergarten children, auditory memo-ry and delayed language development, aneurological and behavioral study of chil-dren with learning disorders, auditoryand visual functions in good and badreaders, auditory-visual integration andintelligence and reading ability, identifi-cation and remediation of language prob-lems, and learning disabilities--ethics andpractice. (KW)

ABSTRACT 31235EC 03 1235 ED N.A.Publ. Date 68 111p.Rosenberg, Sheldon, Ed.; Koplin, JamesH., Ed.Developments In Applied Psycholin-gulstics Research.EDRS not availableMacmillan Company, 866 Third Avenue,New York, New York 10022 ($8.95).

Descriptors: exceptional child research;psycholinguistics; language handicaps;language research; second languagelearning; aurally handicapped; aphasia;mentally handicapped; schizophrenia;conference reports

The text contains seven articles based onpresentations from a summer Institute inapplied psycholinguistics sponsored bythe department of psychology of the

George Peabody College for Teachers.The topics discussed in the papers in-clude the objectives and current status ofapplied psycholinguistics, the develop-ment of syntactic control in children,research on second-language learning,and language learning in relation to thedeaf. Also described are studies on thegrammar of aphasics, a disattention in-terpretation of schizophrenic language,and environmental factors In the lan-guage development of mentally handi-capped children. A genetal overview ofthe collection is provided by SheldonRosenberg. (RD)

ABSTRACT 31333EC 03 1333 ED N.A.Publ. Date Jan 71 10p.Eakin, Suzanne; Douglas, Virginia I.Automatization and Oral ReadingProblems In Children.ETAS not availableJournal of Learning Disabilities; .V4 ,N1P31-8 Jan 1971

Descriptors: exceptional child research;reading difficulty; oral reading; learningdisabilities; elementary school students;automatization

To determine whether children with poororal reading skills would do less wellthan children with average or good oralreading skills on tasks requiring rapidserial response to simple common stimuli(tasks defining automatization), 32 boysfrom two elementary schools were test-ed. It was felt that the study providedsupport for the notion that autOmatiza-tion might be an important dimensionalong which children with impaired oralreading differ from normal children:Results indicated that the performance ofpoor readers was significantly inferior tothat of good readers on all automatiza.:Lion tasks. (CD)

ABSTRACT 31492EC 03 1492 ED N.A.Publ. Date Jan 71 8p.Beal, AvnerPredicting the Response of Childrenwith Learning Disabilities and Behav-ior Problems to DAztroamphetamineSulfate.EDRS not availablePediatrics; V47 NI P73-80 Jan 1971

6 Exceptional Child Bibliography Series

Descriptors: exceptional child research;learning disabilities; hyperactivity; be-havior problems; drug therapy; medicalresearch; behavior change; medical treat-ment; predictive validity; amphetamines;dextroamphetamiue sulfate

The clinical study used a phenomenologi-cal, office practice approach to diagnosethe hyperkinetic child who responds with -improved concentration and organizationof his mental facilities to the amphetam-ines. The combination of anenthesticitems, information from the teacher, andthe clinical interview were found to beeffective in correctly predicting approxi-rnately 85% of behaviorally disturbedchildren who would respond favorably tothe stimulating drugs. The finger twitchtest and a list of selected questions,which could be used by the pediatricianin his office, were found to lead to aweighted, non-inferential assessment ofthe child's mental status, as a help indetermining the advisability of prescrib-ing the stimulant for some behaviorallydisturbed children. (Author)

ABSTRACT 31842EC 03 1842 ED N.A.Publ. Date Apr 71 I p.Greer, Bobby 0.; Whitley, CarolynThe Relationship Between Birth Orderand Learning Disabilities.EDRS not availableExceptional Children; V37 N8 P608 Apr1971

Descriptors; exceptional child research;learning disabilities; birth order; familystructure

To investigate the relationship betweenbirth order and learning disabilities, rec-ords of 200 children diagnosed as learn-ing disabkd were examined and age, sex,number of children in family, and birthorder recorded for each. Families rangedin size from one to nine children, with3.21 the average number. Birth orderinformation presented in tabular formshows that $1 significant proportion of thechildren came from large families, Onehundred thirty-one subjects were fromfamilies with three or more children, and74 of these 131 children ranked third orhigher in birth order, comprising the larg-est category of subjects (i.e., 3-plus birthorder with three or more children in tam -ily). (KW)

ABSTRACT 31984EC 03 1964 ED N.A.Publ. Date Apr 71 4p.Raskin, Larry M.Long-Term Perceptual Memory inChildren with Learning Disabilities.EDRS not availableJournal of Learning Disabilities; V4 N4P182 -S Apr 1971

Descriptors: exceptional child research;learning disabilities; perception; memory

Long-term perceptual memory effects inthe perception of apparent movement bychildren with learning disabilities wereinvestigated. In a situation in which priortraining was given to facilitate the per-ception of the illusion after intervals ofeither 3 minutes or 24 hours, the learning

Learning DisabilitiesResearch

disabled showed perception memoryeffects the same as those found in normal children (Raskin, 1968). However,when the training was given with theexpectation of its hindering the occurr-ence of perceived movement, it did soonly after a 3minute delay and not inthose children who waited 24 hours. Thelatter result has also been reported foreducable mentally retarded children(Raskin, 1969b) and indicates that thesechildren may share a specific perceptualmemory problem parallel to their generallack of inhibitory control. (Author)

ABSTRACT 32071EC 03 2071 ED N.A.Publ. Date Apr 71 242p.Wender, Paul H.Minimal Brain Dysfunction In Chil-dren.EDRS not availableJohn Wiley and Sons, Inc., 605 ThirdAvenue, New York, New York 10016($10.50).

Descriptors: exceptional child research;learning disabilities; minimally brain in-jured; neurological defects; clinical diag-nosis; etiology; psyeliological character-istics; medical treatment; theories; hy-peractivity; drug therapy

Both theoretical and clinical aspects ofthe disorder known as mimlmal braindysfunction (MBD) or hyperactive be-havior disorder are discussed. With de-tailed coverage of both aspects, the vol-ume is intended to be of particular inter-est to pediatricians and child psychia-trists, and perhaps also to clinical psychologists and special educators. For thepractitioner, extensive descriptive dataon the following major topics are pre-sented: characteristics and clinical signsof MBD, etiology, prevalence, diagnosis,prognosis, and management (includingdrug management, methods of psycho-logical management for child and family,and educational intervention). For thetheoretician, the final part of the book isdevoted to a discussion of the theoreticalbasis of the MBD syndrome.Psychological and physiological theoriesof causation are considered, and, in con-junction with the latter, a neurologicaland biochemical model of the MUD syn-drome to explain the etiology of someforms of MBD is presented in detail.Twelve case histories are appended.(KW)

ABSTRACT 32235EC 01 2235 ED 050 518Pubs. Date 70 21p.Satz, Paul and OthersAn Evaluation of a Theory of SpecificDevelopmental Dyslexia.Florida University, GainesvilleEDRS mf,hc

Descriptors: exceptional child research;learning disabilities; dyslexia; mature-tion; etiology; theories; reading difficulty

Hypotheses accounting for the rettern ofdeficits in specific deveiopmental dyslex-ia were examined. The theory postulatesthat the disorder reflects a lag in matura-tion of the central nervous system, par-ticularly the left cerebral hemisphere.

The hypotheses in question predictedthat skills developing ontogenetically ear-lier (visualmotor and auditory-visual in-tegration) will be more delayed in young-er dyslexic children (ages 7.8 years), andthat skills developing later (language andformal operations) will be more delayedin Wet dyslexic children (ages t1.12years). Subjects were 20 disabled malereaders and 20 control males, all of aver-age or above average Intelligence! Eachgroup was subdivided by age: younger(ages 7.8) and older (ages 112). Threetests classified as nonlanguage or percep-tual and three classified as language testswere administered. The nonlanguagetests were postulated to represent skillsdeveloping ontogenetically earlier. Thenonlanguage tests partial?), discriminatedbetween younger dyslexics and controls,while none of the nonlanguage tasks dis-criminated between the older groups. Bycontrast, the language tasks revealed sig-nificant differences between older dyslex-ics and controls, while only one languagemeasure discriminated between theyounger groups, thus substantially sup-porting the hypotheses under evaluation.(KW)

ABSTRACT 32274EC 03 2274' ED N.A.Publ. Date May 7i 5p.Alley, Gordon R. and OthersMinimal Cerebral Dysfunction as itRelates to Social Class.EDRS not availableJournal of Learning Disabilities; V4 N5P246-50 May 1971

Descriptors: exceptional child research;minimally brain injured; socioeconomicinfluences; socioeconomic status; learn-ing disabilities

Tie relationship of minimal cerebral d;,..function to socioeconomic status wainvestigated In a midwestern child devel-opment clink population. Two previousreports were contrasted, one stating thatminimal cerebral dysfunction (MCD)occurred predominantly in the Iowa so-cioeconomic strata, the other suggestingthat this was more prevalent in the upperclasses. It was concluded that: MCD isdistributed proportionately with a diagno-sis of normal among five social classes;MCD, regardless of the presence or abs-ence of an associated behavior disorder,does not change in its proportional incid-ence in all social class levels when com-pared to a normal group; within theMCD group, the presence or absence ofan associated behavior disorder does notchange the proportion of incidence in thefive social class levels. The importanceof the sampling population and the back-ground and attitude of the clinician as apossible variable in formulating a diagno-sis are discussed. (Author)

ABSTRACT 32468E;.".. 03 2466 ED N.A.Publ. Date 71 4p.Thompson, Harriet L.Malnutrition as a Possible Contribu-ting Factor to Learning Disabliitks.EDRS not availableJournal of Learning Disabilities; V4 N6P312.5 Jun-Jul 1971

`t Seri toil Me011onal tilearehijearnIng dlagbilitiett) 'hutrItion; researchreviews (pUbileations); etiology

On andthe-Wets ond VI.

"WOO dtficknekt on brain development,and flinctiOth the allele theImisOtlartrit_Of adequate nutritional bal.

404 the, Frenatarraoliths and thetifew years O1 HffAhlid are sips,

whkh May beiridkatiVe of malnutritionand !MCI can be retogntzed by teachersOr parents, It li'sigued that If parentscan be educated in Prosser prenatal andpostnatal nutrition of their Infants, and ifrequisite nutrients can be mate available,the number -a -childeen who developkatning problems neeeisitatirit specialecitatkirkrniSy be decreased. (KW)

ABSTRACT 3201ECO3 2481 ED N,A.Publ., Date 70Francis-Williams, Jessie

211p,

Children with Specific Learning DIM-enitles.EDRS not availablePsrgamon Pressb Inc. Maxwell House,Fairview Park, Elmsford, New Yorkl0523.

Descriptors: exceptional child research;learning disabilities; identification: pres-chool children; preschool evaluation;educational diagnosis

The possibilities of early identification ofchildren of normal intelligence with spe-cific learning disorders believed to arisefrom neurodevelopmental dysfunctionare discussed. Following a summary ofnormal mental development and earlychildhood learning, research into meansof identification of learning difficulties isreported, Examined are various tests andrating scales which were determined tobe useful discriminators. Repolted arethe differences in performance on thetest battery selected of 44 preschool chil-dren noted at birth as having minor neu-rological dysfunction and 63 controlswho were normal in development.Symptoms indicative of dysfunction in achild 3.3 years old are enumerated. Alsodiscussed are methods of helping pres-chool children and identification of learn-ing disabilities in school children.Teaching experiments with children hav-ing specific learning disabilities are sur-veyed. Appended Is an historical surveyof research on various aspects of learn-ing disabilities. (KW)

ABSTRACT 32706EC 03 2706 ED N.APubl. Date Sum 71 3p.Force, Ruth K.; Keogh, Barbara K.Out of the Classroom: Time Under-standing of Learning Disabled Boys.EDRS not availableExceptional Children; V37 NI0 P741 -iSUM 1971

Descriptors: exceptional child research'.learning disabilities; time; cognitive abili-ty; perceptual development

To investigate time understanding ofchildren with learning disabilities, 46

0

middle sock:444101W Ckitaslartlays (mean CA I31.63,-, Mean 91.45)cot oiled in special classei 940 ad St-vete and persistetCleatidng problemswere individually adMinisiefed an author-de/eloped Time Understanding Invent°.ry crt-14 The cognitive secitori'nf theTU1 tested kno*ledge of time in loursubareas; subjettlYe, objective.- histotictime, and tithe, judgment.-The perceptual.section retjuitred dertionsiratiOn of me.1-chantey of time on fotli,%1Weits: drelf-aclock; clock Matching, clink fill-in, andtime recognition.,-Finditigg showed thatsubjects had less mastery of cognitiveand perceptual aspects Of time under-standing than do normal achieving chl(hen of cornparable,CA and IQ. Subjectsfunctioned on both the toenitive andperceptual sections at leVel threegrades below their CA grade placementequivalent, suggesting that their lack Ofmastery of tithe Concepts repretentol atgeneralized rather than specific disability.(KW)

ABSTRACT 32722EC 03 2722 EP 052 563Publ. Date 71 366p.Tarnopol, Lester, Ed.Learning Disorders in Children:Diagnosis, Medication, Education.EDRS not availableLittle, Brown and Company, 34 BeaconStreet, Boston, Massachusetts 02106.

Descriptors: exceptional child research;learning disabilities; medical treatment;medical evaluation; nevroiogical defects;drug therapy; psychological evaluation

Nine papers dealing with educational,psychological, and medical aspects of themanagement of children with learningdisabilities focus upon the medically-re-fated aspects and information whichwould be useful to a multidisciplinaryteam in coordinating differential diagnos-tic efforts and instituting remediationprograms. Discussions of the relationshipbetween learning problems and neurolog-ical dysfunction, diagnosis and medicalmanagement using medication, and therelationship of medical management toeducational procedures are aimed primar-ily at physicians. Following an introduc-tory paper on neurogenic learning disor-ders, two case histories (including evalu-ations based on diagnostic tests and rec-ommendations for remediation) are pre-sented. Other papers treat medical responsibilities, the use of drugs in, diagno-sis and treatment, the neurology of learn-ing disabilities, psychological diagnosisand remediation in relation to brain dam-age and learning disabilities', and the clin-ical pharmacologY. of psychdro* dtugswith special reference to Children. Alsoincluded are the proceedings of a panelof physicians and psychologists discuss-ing management via mediCation. (KW)

ABSTRACT 40044EC 04 0044 ED N.A.Publ. Date Oct 71 9p.Keogh, Barbara K.Ilyperaelivily and Learning Disorders:Revkw and Speculation.EDRS not available

Exceptional Chilifen; ',VIII N2-, F:01-9Oct 197I'

Descriptors: ikcePll 'hal 'Child rettarcht"learning disabllitiest,h§peraptivitYt Wider-achtiveli; behayYlaf rbbleriss; :test archreviews (publications);- theories

Restaritkoh hipelaCtivte childieh h re-Wewed In order to define and clarify re- -Iallunshipi anti Interactions between.;hYrIfittivity:- antLlearnitig'_ disci/clefs,De 10 _Ito- agreement -WOlalata0t1le-socialand behavioral characteristiekisakiated --with '-hYpertictIvity,`the attune -OLecluelitiOnal° efiiitC,ifejn-consl steni _a4a .tronchjii hY;pOtheses'ate-pthposed101x1Plain re'a'rmingproblems; Of hypiia`Ctive Child reis-;? 'The -first reptetents the medical- neurologicalsyndrome ttplanation; 'the staidd-,ktig.,gests'that activity (Nitwits alleritintilndthe InfOrthatiott acquisition 'stages 'of _

learn'ing;s the third implicatie inrpulsivityIn decler making.- Although neitherexhatostt,e hor mutuaq -exclusive,' thehypothesei differ (6're/04041 and treatmolt implication's; Evidence is reviewedunder each hypothesis. (Author)

= ABSTRACT 40071EC 04 0071 '1 - ED N.A.Publ. Date Oct 71 10p,Ackerman, Peggy T. and OthersChildress with Specll1 Learning DOI-ahltIlksr Bender Gest.* Test Findings`mid Other Signs,EDRS not availableJournal of Learning Die bititles; V4 N8P437,46 Oct 1071

Descriptors: exceptional child research;learning disabilities; test interpretation;psychological tests; *n40'0;3411 TestThe Bender Visual-Motor Gestalt Testprotocols of iA elernentafY school boyswith learning disabilities, were scored lotdevelopmental errors using the Koppitzsystem. Sixty-seven percent of the chil-dren with learning disabilitiel (CLD), ascompared with only 44% of a group Of34 controls, made more errors thrift themean for children 0; equivalent ages inKoppitz's normative sample, Whereascontrols with below average Benderscores were no different from controlswith adequate Bender scores on anyWISC subtest, CLD with subaverageBenders scored significantly lower oninformation, Arithmetic, Picture Comple-tion, Block Design. and Mazes then CLDwith adequate protocols.- Lower WISCKis Were coupled with poor Bender re-productions In 45% of CLD but in only21% of the, controls. The, CLD withclassical neurological signs' did not havea reliably higher Incidence of poor Bend-er scores than the CLD without classicalsigns. (Author)

ABSTRACT 40232EC 04 0232' ED N.A.Publ, Date Nov 71 L 7p.Minde, K. and OthersThe Hyperactive' Child in ElementaryScphool: A S year, Controlled, Follow-uEllo. RS not availableExceptional Children; V38 N3 P215-21Nov 1971

Exceptional Child Bibliography Series

Descriptors; exceptional child research:'learning disabilities; hyperactivity; fol.Idsvtip -studies; -academic achievement;behavior problems: elementary schoolstudents

The study examined the academic pet-formance of 17 school-children diag-nosed as hyperactive 4 to 6 years pre-liously,,and Compared it with the per-forman_ct of an equal number of:90014-peractive classmates. The resulta trita-

. led that hyperactive youngsters ha esignifiCantly higher failure rate In tiff &ca.demic- subjects and are rated by theirteachers a displaying far more behavior-al problems than their controls. Whilethe hyperactive -children showed an in-create in,karning disorders and did poor-er on a group IQ test than their peers,Intelligence alone was ruled out as themain contributor to their academic fail-ure. (Author) -

ABSTRACT 40325EC 04 0325 ED N.A.Publ, Date Nov 71 7p.Comly, Hunter H,Cerebral Stimulants for Children withLearning Mod era?

- EDRS not availableJournal of Learning Disabilities; V4_ N9,P484.90 Nov 1911

. Descriptors: exceptional child research;learning disabilities; minimally brain in-jured; hyperactivity; drug therapy; be-havior patterns

Reported were two studies of effects ofcerebral stimulants on minimally braindamaged children. Forty children, wererated twice weekly by their clatsroomteacher on the Fels Rating Vale for sixweeks. A double blind placebo methodproved that deatro-amphetamine signifi-cantiy (p less than .001),Improved theirclassroom behavior. Using' a question-naire, parents of 197 children taking cer-ebral stimulants reported details ofsymptom and trait changes brought aboutby cerebral stimulants. The work plussubsequent clinical experience suggestedthat with certain precautions. it was sateto employ chemical aids for a year ormote, if necessary. No habituation tocerebral stimutaats has been encounteredin any school-aged child by the author in25 years of clinical experience. Thesedrugs might ameliorate listening ability,overexcitahility, forgetfulness, and peerrelationships as much as overactivity.(Author)

ABSTRACT 40371EC 04 0371 ED 056 425Publ. Date Feb 71 177p.Broadbent, Frank W.; Meehan, D. Roger

An Evaluation of Simulation as anApproach to Assisting ElementaryTeachers to Identify Children withLearning Disabfiltks and Utilize And,-lary Personnel In Initiating Remedla-tion Programs within Their Class-rooms. Final Repor.Syracuse Universi; New YorkBureau of Education for the Handi-capped (DHEWICE), Washington, D. C.

Learning DisabilitiesResearch

EDRS mf,heOEO-0-70-4388(607)BR-42.2294

Descriptor*: , exceptional child research;learning disabilities; teacher education;Identification; remedial instruction; mod-els; elementark education; program de-scriptions; 'program evaluation; work-shops; nonprofessional personnel

Investigated' Was use of an Instiuctionalsimulation model with elementary class-room teachers to identify learning dis-abled children, to utilize effectively anvil-!my personnel, and to initiate remedia-'ion programs in the classrooms.Teachers participating in the model weresaid to view children on :videOtAlremany school settings, review academicachieverOM by, records; selectcourse -of action oh preprogramed mate-rials; rettive'r'immediatt- feedback asreinforcement, study commercial Instruc-tional materials; and plan remedial pro-grams for two learning disabled children.Two ev!Nation inttriihieitts 'developedwere an opinionnaire and a set of threemicrosimulated situations. The simula-tion model was tested by 17 personi in asmall elementary, school. Results of theopinionnalre Indicated that the modelwas successful and could serve as inset-vice training. Analysis of microsimulatorshowed signikant difference betweenmeans of control s and experimentalgroups,- and two of three subtestsshowed slanificant differences in favor ofthe experimental groupt. It was tonclud-ed that the timuiation workshop didProve teacher observational skills neededto recognize learning disabilities and toformulate remedial programs, (CB) _

ABSTRACT 40374EC 04 0374 ED 056 428Publ. Date May 71 136p.Padalino, Jane P.A Prografit for the Identification andRemediation of Perceptual DeficienciesIn Kindergarten and Primary GradeStudents. Final Interim Progress Re-Pori- ,

Union Township Board of Education,New JerseyBureau of Elementary and SecondaryEducation (DIIEWf0E), Washington, D.C.EDRS mf,hc0EG.3-7-703564-4312

Descriptors: exceptional child research;perceptually handtcapped; identification;remedial instruction; learning disabilities;program descriptions; program evalua-tion; perceptual motor coordination;motor development; academic achieve-ment; intervention; statistical data

A 3-year program for early identificationand rernediation of perceptual deficien-cies to prevent orminimize learning disa-bilities was conducted with two Succes-sive kindergarten classes. The 1967 classreceived Intensive training for 3 years,while the 1968 class received intensivetraining for 2 years. Comparison of preand posttest data for students receivingintensive training indicated improvementin areas of visual-motor integration and

certain aspects of gross motor develop-ment, particularly In awareness of bodyparts. Occasional hiditations were alsoMad of significant Improvement in assn-Clotive processes. atid in stipencing:TeStresults also suggested carry over fromtraining SUMO (0' academic achieve.metit. Children receiving the enrichmentprogram in the daft bf 190 were Said toscore significantly higher than the control8100p on vocabulary -teits', In generalWritteli

statements by teachers, i150111.-sets, kid adminislibtors demonstrated,'Project' -eftectiilitess.- Children in the --training progiam-iveie found to motet_attentive and hear or artized.Comparison ,6t growth-Scores: or Oil-

, dm in the training 'grog:116.w who 'Ws);na119 showed :deficiencies -111 perceptualmotor Match and /4r in assiichtliVe 'KR-was- Improved most 'in-!' thC,- Mai::Auditory dirliunici settried; the most

- difficult to reinediate. (CO - -' -

..-,'- r.' ABSTRACT 40530 .,- --

EC 04 OS30 - --- ,- .. -, ED N.A.Publ: pate Dec 71Hunter, Edna J.; Johnson; Laverne CDevelopMental and Psychological DII.ferences , between Readers and Nod.readerri,,°

BIAS not availableJournal of Learning Disabilities; V4 tlletP572.7 Dec 1971

Descriptors; eiteptiontd child research;learning disabilities; reading difficulty;psychological tharactifistics; -' familytharacteristicei reading ability; liisitliira._tionl individual characteristics' : . '',-,,,-. ,,,The' study onto-m.0'N boys 'With read-ing disability.aged 7.11 tO-14.4 with 20matched ,cOntrols to ,examine hOvi non-readers differ from children who -read atage -grade leVel or better. Significant dif.'ferencei were found hetWeen ft groupswith respect to historical ! familial t, (Wel-

Thleottdr and PsYchOlOgieal factors,controls- had significantly higher WISCVerbal IQ's; higher WISC InformatioA,Vocabulary, Digit Span!, Arithmetic, Sim-Rarities and Codingsuioteit..scoresi

Thelower mean Bender - Gestalt scores. inegroups differed significantly 'On familialIncidence of clyslo,x1o,leited laterality,self-confidence, attentional faCtori, hY-peractivity, birth 'order; age at crawling,and age at school entry: Significant cor-relations were found between tested at-tention and reading proficiency and be-tween percept rightirand deminance andreading proficiency. (Author)

ABSTRACT 40042EC 04 0642 . ED N.A.Publ. Date 7.1 404p.Myklebust, Hemet it., Ed.Progress in Learning Disabilities, Vol.nine IL ..:EDRS notlivailableCruse and Stratton, Inc.. 111 Fifth Ave-nue, New York, New York 10003

($isic.7ri3p)rDe ors: exceptional child research;learning disabilities; textbOoks; remedialinstruction; electroenceOhaitivaphY; at.tention span; early childhood education;cognitive development; thought process-

el; auditory (raining; visual learning;Mathemilks

The second vOluille of 12 readings onlearning disabilitiee is said to emphasizereinediatkin: `pointi of view, rationales.principles, techniques. and application ofdiagnostic findings. Orville C. Green andSuzanne M. Perlman discusi endocrinol-ogy and disorders of learning from thevkwpoini that proper nutritional suppliesare essential to intellectual developmentJohn R. Hugheesthen describes two stud-tecpertaining to eltetroencephalography

,rirrid learning disabilities. Arguments andevidenle are next presented by RoscoeA. Dykman and others that a specificlearning disability exists with the cardinal'Symptom of defective attention, DavisHowes then discusses vocabulary sizeestimated from the distribution of wordfrequencies. Examined next arc earlyIdentification and careful management oflearning disabilities In early childhood sothat the child can best adapt himself tohis environment, by Eric Denhoff andothers. Christopher Connolly analyzessocial and emotional factors in learningdisabilities from the viewpoint that achild needs to be viewed first as a childwith normal needs and second as an indi-vidual with a handicap. Attention next isfocused on impact of cognitive percep-tual motor deficits on personality devel-opment and relationships to behavior andlearning by Eli Z. Rabin. RaymondKluever investigates the relationship ofmental abilities to learning disabilities.Learning disabilities and cognitive proc-esses are then discussed by Helmer R.Myklebust and others. James C. Chalfantand Virgil E. Flathouse emphasize inves-tigation of children's learning throughauditory and visual input channels. ElenaCoder reviews three prevailing diagnosticconcepts of developmental dyslexia andadvocates a new diagnostic approach inwhich reading and spelling are analyzedjointly. Last, Robert Cohn examinesarithmetic and learning disabilities. (CB)

ABSTRACT 40680EC 04 0680 ED 057 -513Publ. Date 71 46p.Graves, James W. and OthersStructured Activities in PerceptualTraining to Aid Retention of Visualand Auditory Images.Chicago Board of Education, Illinoiscouncil for Exceptional Children, Arling-ton, VirginiaEDRS mf,ficPaper. Presented at the Special Corifeittact on Emerging Models of SpecialEdacation for Sparsely Populated Areas(Memphis, Tennessee. December 3,1970.

Descriptors: exceptional child research:perceptually handicapped; perceptualdevelopment; retention; vocabulary de-velopment; learning disabilities; cognitivedevelopment; visual learning; auditorytraining; verbal learning

The experimental program in structuredactivities in perceptual training was saidto have two main objectives: to trainchildren in retention of visual and audito-ry images and to increase the children's

10

motivation to learn. Eight boys and girlsparticipated in the program for two hoursdaily for a 10-week Period, The aPerange was ,7.0 to 12.10 years, and the IQrange was 63 to 113. All members of thogroup were functionally unable ,to readfrom the Oral Reading Sttrvey Test takenfrom the Reader's Digest. The programexposed the children to multiple ex-periences that allowed them to retainboth visual and auditory abstract wordforms. instructional materials and opproaches used were various games,filmstrips, story telling, athletics, worksheets, records, perceptual learning aids,pictures for discussion, tactile and ki-nesthetic ails, ..and experience charts.The 'children were taught as a group,except for two weekly 30-minute ses-sions with each Indiitidtial, A significantpart of the experiment was thought to bethe formulation of a global due patternthat aided both recognition and recall.The first 52 words taught were thosewords to which the children had beenexposed. An additional 48 words werewards of comparison, and the last 50words were the most common nounsused. A pretest posttest design indicatedthat the program was successful. (CB)

ABSTRACT 40685EC 04 0685 ED N.A.Publ. Date 71 218p.Koppitz, Elizabeth MunsterbergChildren with Learning Disabilities: AFive Year Follow-lip Study.EDRS not availableCrone and Stratton, Inc., 757 ThirdAvenue, New York, New Yeut 10017($9.75).

Descriptors: exceptional child research;learning disabilities; individual character-istics; followup studies; statistical data:special classes; academic achievement;failure factors; success factors; emotional adjustment; social characteristics;cognitive ability

The 5-yrar followup study of the first177 students, ages 6 to 12 years, whowere enrolled in a public school programof special classes for the learning dis-abled (1.13) sought to define factors con-tributing to the learning problems affect-

. ing the students' progress or lack of it inthe special classes, LD stations includedthose whose disability might result fromdevelopmental lags, neurological impair-ment, severe tarty deprivation, emotion-al disturbance, brain Injury, or other tea-s'Nns. Data were gathered via school rec-ords, test protocols, and teachers' re-ports collected and used in conductingthe special classes. Each child was stud-ied tor 5 years following his admission to,the program. Anitysis of data enableddetermination of the characteristics ofpupils at entry into LD program (abilityto control self, integrative functioning,reasoning ability, emotional adjustment,social adjustment, family and other back-ground (actors), pupils' educational sta-tus 5 years later, progress and adjust-ments of the 42 LD pupils who returnedto regular classes, progress of loog-termLD pupils, and characteristics of pupilswho were referred for hospitalization.

withdrawn from the program; or who kitand then returned to the LD program.Recommendations concerning LD pro-grams and a comprehensive apecial edu-cation program are made. (1(W)

ABSTRACT 40720EC 04 0729 ED N.A.Publ, Dale 11 8p.Abldin, Richard R., Jr. sod OthersElementary School Retentiont - AnUnjustifiable, Discriminatory andNOXIOU4Edlitail0Atki Polky: .EDRS not availableJournal of ^Sch001 Mehology; V9 N4P410.7 Win 1911

Descriptors: exceptional child research;learning disabilities; learning diffichltks;elementary school students; academicachievement; Intelligence Quotient; de-mography: grade repetition

The lonCand short term correlates offirst and second 'grade retention wereexamined in`relition to the variables ofachievement and -intelligence over a 6year period. The retained and promotedcontrol group were WO Compared interms of relevant demographic variables:sex, race, initial intelligence, tiocietcon-oink level of family, father absent, etc.The data led the authors to conclude thatretention was an unjustifiable, discrimi-natory, and noximis educational policy.(Author)

ABSTRACT 40733EC 04 0733 ED N.A.,Publ. Date 71 lip.Dil, Nasim; Ootts, Edward EarlImprovement of Arithmetk Self COncept Through Combined Positive Rein-forceinint, Peer Interaction, and Se.quentielOatrieulum.EDRS not availableJournal ef School Psychology: V9 N4P462.72 Witt 101

Descriptors: exceptional child research:learning underachievers;mathematics; /self concept; behaviorchange; positive reinforcement; peer re-lationnship; elementary school students

The study investigated the developmentof arithmetic self concept and achieve-ment among ? to 9 year -old children whohad problems or who were at the bottomof the loWest track of a third grade. Sswere two girls and two boys from a classof 24 low track children, who completeda; One-dimensional five -point scaler forself and were administered 20-item tests for achievement in arithmeticrepeatedly, throughout It weeks of in-struction,' Formation of small groups,peer, interaction individual curriculumndinatMent, and positive reinforcementboth at individual and 'group level wereapplied.., Effective, , correlated resultswere recorded along both scales for eachchild; and the gains for the four targetchildren were shown in comparison tothe class as a whole. (Author) _

ABSTRACT 40789EC 04 0769 ED 057 535Publ. Date (71) 130.Endler, Norman S.; Minden, Harold A.

Exceptional Child Bibliography Series

Anxiety, Conformity, and Self-Per-ception as Related to Learning ()habit-ltks.York University, CanadaEDRS mf,hc

Descriptors: exceptional child research;learning disabilities; underachievers;summer programs; remedial programs;elementary school students; junior highschool students; camping

Normal achlevets were compared withunderachievers on measures of anxiety,Curiosity, motivation, conformity, selfconcept, and achievement. The 40 maleunderachieving children (age range 8 to13 years) with learning disabilities received a 6-week remedial training pro-gram televant to their deficits, in additionto a regular = summer camp progran),white the 40 normal achieving males (agerange 8 to 13 years) were iniolved in aregular camp program. The achieversobtained higher scores than the underachlevers on reading, spelling, and mitt):

metic, and older children did better thanyounger childten within each sample, butthere was no overlap in achievementbetween the two samples. It was foundthat the degree of underachievement in-creased markedly as the children gotolder, suggesting that remediation forunderachievement needs to occur as early as Possible. The underachievers con-formed significantly less than the nor-mals which was thought to be indicativeof a lack of responsiveness to socialreinforcement on the part of childrenwith learning disabilities. Similarly, insome situations the underachievers re-ported less anxiety than the normals,perhaps indicating a greater social aware-ness and ability to verbalize anxiety onthe part of the normals. (Author)

ABSTRACT 40819.... -EC 04 0819 ED 057 539Publ. Date Jun 71 52p.Wepman, Joseph M.; Morency, Anne S.School Achievement as Related toSpeech and Perceptual Handicaps.Final Report.Chicago University. IllinoisOffice of Education (DHEW). Washing-ton, D. C.EDRS mf.hc0E0-2-7-070461.4543BR-70461

Descriptors: exceptional child research:perceptually handicapped; intermediategrades; academic achievement; percep-tual development; learning disabilities;longitudinal studies; speech handicaps

A longitudinal study of 120 childrenthrough grades one to six was under-taken. The present study focused on theintermediate grades (four through six).The goals were to explore the relation-ships among perceptual processing abilitydevelopment, articulatory accuracy, in-tellgience, and academic achievement.The assessment battery consisted of anoriginal five -part perceptual test battery;the Bender Visuo-Motor Gestalt test, theDual Modality Test of Articulation, andthe Metropolitan Achievement Test. Themajor findings of the study were that:the perceptual tests showed a yearly

Learning DisabilitiesResearch

change characteristic of developmentalprocesses; perceptual process ability andarticulation errors became asymptotic bythe end of the third grade; there was nodiscernible difference In articulation ac-curacy whether or not a child was ex-posed to speech therapy during the firstthree grades; there was a continuingeffect upon school achievement of thelevel of perceptual processing ability atgrade one; there was almost no discerni-ble relationship between early articula-tion ability and schOol achievement atany grade level; and speech therapy didnot enhance school achievement of thosechildren who were exposed to it overthose who were rot, (Author)

ABSTRACT 40883EC 04 0883 ED 057 545Publ. Date 11 101p.Hisama, Toshiaki; Hotchkiss, JamesMotivation and Achievement of Chil-dren with Learning and BehaviorProblems as a Function of Locus ofControl. Monograph No. 3.Oregon University, EugeneOffice of Education (DHEW), Washing-ton, D. C., Bureau of Educational Per-sonnel DevelopmentEDRS mf,hcOEG-0-9-470117-3664(721)

Descriptors: exceptional child research;learning disabilities; behavior problems;academic achievement; motivation; ele-mentary school children

The study investigated achievement mo-tivation of children with 'learning andbehavior problems and examined effectsof various types of verbal instruction onperformance tasks and the resulting rela-tionships of these verbal instructions toachievement motivation. The subjectswere 48 third and fourth grade childrendiagnosed as having learning and/or be-havior problems. Testing instrumentswere Bialer-Cromwell's Children's Lo-cus-of-Control Scale (LCS), Coding Testand Digit-Sywbol Test taken fromWechsler Intelligence Scale for Children,and NIM (Marienbad) game. Based ontheir ICS scores, the 48 Ss were dividedinto high and low achievement motiva-tion groups. Each group was then di-vided into three experimental groups.For the Coding Test, the NIM, and theDigit-Symbol Test, each of the threegroups received different verbal instruc-tions and was told that their results wereabove average, average, or below aver-age. Results indicated that level ofachievement motivation in both experi-mental and contrast groups was the sameas measured by the LCS, that experi-mental Ss in the high achievement moti-vation group performed better than Ss inthe low achievement motivation group,and that within the low achievement mo-tivation group, performance was rein-forced by previously announced results.(C B)

ABSTRACT 40884EC 04 0884 ED 057 546Publ. Date 71 202p.Dunlap, William and OthersDifferential Effects of Activity-Orient-ed vs. Textbook - Oriented Mathemat-

Ice Instruction for Elementary SchaalChildren with Learning and BehaviorProblems, Monograph No 4.Oregon University, EugeneOffice of Education (DHEW), Washing-ton, D, C., Bureau of Educational Per-sonnet DevelopmentEDRS mf,hc0E049-470117-3664(721)

Descriptors; exceptional child research;learning disabilities; behavior problems.,elementary school children; mathematics;textbooks; teacher developed materials;academic achievement; student attitudes

Compared were the effects of two exper-imental arithmetic treatments, calledLaboratory and TextboOk; upon achieve-ment and attitude development of fourthgrade children. Prior to the study, theexperimenter employed task analysisprocedures to develop hierarchies ofskills for the four operations on wholenumbers. During the instructional phaseof 29 days, the 71 students in the Labo-ratory group performed teacher- designedinstructional activities that, involved ex-tensive use of games and manipulation ofphysical objects by children. The 74 stu-dents in the Textbook group were as-signed traditional work from an arithme-tic textbook. Children with behaviorproblems and learning difficulties in arith-metic were identified. At the conclusionof the experimental phase, three mea-sures of children's arithmetic achievi-ment were obtained: computation skills,knowledge of Concepts, and applicationof processes; Measures were laiscr takenof children's attitudes toward arithmetic,school, reading, spelling, and science:Asmeasured by a commercial achievementtest, no significant differences betweentreatments were found for each of. thethree areas of arithmetic achievementinvestigated. On the experimenter-de-signed achievement tests, significant dif-ferences between treatments were foundfor Laboratory treatment of conceptsand Textbook treatment of computationskills at the .05 and .01 levels, respec-tively. (Author/CB)

ABSTRACT 40914EC 04 0914 ED N.A.Publ. Date Feb 72 2p.Wetter, JackParent Attitudes Toward LearningDisability.EDRS not availableExceptional Children; V38 N6 P490-1Feb 1972

Descriptors: exceptional child research;learning disabilities; parent attitudes;mother attitudes; fathers

The study compared attitudes of parentsof learning disabled children with attitudes of parents whose children did nothave a learning disorder. Subjects were70 sets of parents of children who werepediatric clinic outpatients. Parents ofboth experimental and control groupswere administered the Child BehaviorRating Scale (Cassel, 1962); all motherscompleted the Mother-Child RelationshipEvaluation (Roth, 1961). Results indicat-ed that mothers of the learning disabled

II

children shevied greater overindulgenceAnd rejectldn toward the child but noMore OVerntotection than the controlMothers. Fatheri did not perceive thekerning disabled child as telt* betteradjusted than did the, mother,, as expect.ed. Greater parental disagreement in asse-Islas their child's overall adjustmentwas found among the experimental grouppatents than In the control group. (KW)

ABSTRACT 41324EC 04 1324 ED 059 356Publ. Date 71 : iSp.Conners, C, KeithComparative Effects of StimulantDrugs to IHyperkInetk Children.MassachusettsGeneral Hospital, Boston,Child DeVelopnient LaboratoryHarvard University, Cambridge, MedicalSchoolEDRS mf,hcPaper Presented at the InternationalCongress of Pediatrics (13th, Vienna,Austria, August 29-September 4, 1971).

Descriptors: exceptional child research;hyperactivity; minimally brain injured;drug therapy; medical, treatment; medicalresearch; behavior change; learning disa-bilitiesThe study compared the efficacy, sideeffects, and safety of magnesium pemo.line (Cylert) and dextroamphetamine(Dexedrine) as compared with placebo.Subjects were 81 children, ages 6-12years, who evidenced one or more signiof minimal brain dysfunction, and werereferred, with major complaints of hyPer-activity, short attention span, distractibil-ity, poor frustration tolerance, disruptivebehavior, and academic problems.Subjects were randomly assigned to thethree treatment ccinditions. During the 8weeks, medical evaluation occurred fourtimes, psychological testing twice, andwent and teacher ratings weekly. R wasfound that both drugs significantly re-duced synptomatology over placebocontrols. Dexedrine produced a moreimmediate and dramatic effect, withmore patients being much improved.Cylert, however, did benefit a substantialnumber of patients, with fewer anorexicside effects. Neither drug produced hematologic, liver, kidney, or cardiovascu-lar effects of Consequence. (KW)

ABSTRACT 41488EC 04 1486 ED N.A.Publ. Date Apr 72 9p.Halliwell, Joseph W.; Solari, Harold A.

Elects of a Supplemental Peron..teal Training Program on Reading

Achievement.EDRS not availableExteptional Children; V38 N8 P613.21Apr 1072

Descriptors: exceptional child research:reading difficulty; perceptual develop-ment; academic achievement; perceptualmotor learning; learning disabilities;reading; primary grades

At the beginning of the first grade, 105students designated as potential readingprobledis were divided into three groupsof 3S children each: experimental I,which received supplementary perceptual

training in addition to the regular readingprOgram; experimental If, which reCeivedtraditional 'suppleirientary -reading In-struction in Iddition to the regular read-ing prograttil and the control stoup,which received 00 supplementary in-struction, The Metropolitan Achievement'Test (MAT) was administered at the endof May. The statistical analysis of thedata indicated that, of all the groups,only the experimental I Mal group andthe experimental 1 boys read significantlybetter than the respective control stou$On the reading subtell of ,the MAT.(Author)

ABSTRACT 41546EC 04 IMO ED 060 596Publ. Date (72) 32p.Satz, Paul; Friel, JanetteSome Predictive Antecedents of Speen.'k Loomis's Disability A PreliminaryOne Year Fellowup.Florida University, Neuron.sychology LaboratoryEDRS mf,hc

..1:scriptors: exceptional child research;learning disabilities; predictive mea-surement; kindergarten children; identificatidn; reading difficulty; diagnostic tests;longitudinal studies; males

Based on a conceptualization of specificlearning disability within a develoPmentalrather than disease model, the longitudi.nal research project attempted to assessearly indices of later reading disability.Kindergarten boys (N equals 474) weretested at the beginning of the school yearon a number of developmental and neu-ro-psychological tests (predictors). At theend of the yeah preliminary followupconsisted of classifieation of the studentsby their teachers into High Risk andLow Risk criterion groups for potentiallearning disability (the true criterionwould be third grade reading achieve-ment scores). Purpose of the classifica-tion by teachers was to obtain prelimi-nary criterion estimates of subsequentlearning disability in order to determinethe predictive validity of the independentvariables (thc tests administered earlier).Results showed high concordance be-tween predictor measures (tests) andteacher classifications: tests correctlyclassified 78.4% of the children classifiedas High Risk, and 82.7% of the LowRisk children, suggesting that correctidentification can occur even before for,mai reading instruction. Hightest discrim-inating variables were Finger Localiza-tion test, socioeconomic status, DichoticListening total recall, and Peabody Pic-ture Vocabulary Test. (KW)

ABSTRACT 41633EC 04 1639 ED N.A.Publ. Date Mar 71 8p.Hartman, Robert K.An Investigation of the incrementalValidity of Human Figure Drawings Inthe Diagnosis of Learning Disabilities.EDRS not availableJournal of Schc.1 Psychology; =V10 NIP9.16 Mar 1972

Descriptors: exceptional child research;

learning disabilitleal diagnostic tests; testvalidityi Draw.A.Mart

The human figure drawing is often usedto assess body image immaturity or dis.turbances in children -Atli learning disabilities. This research investigated theincremental validity, of the Draw.A.Manwhen it was used as part of a batterywhich included the Wechsler IntelligenceScale for Children (W(SC) and the Bend.er-Gestalt. A multiple regressionlion formula was developed so that ag. ,e

IQ, and ectootpot q9os, to* ,be,used to estimate the expected PriiR-AvMan scores of 100 children diagnosed athaving learning disabilities. The mean ofSs' actual scores was not significantlydifferent from the mean'of their predict.ed Korea. The result ;, led to the conclu-sion that the Draw-AMari test, scoredby the Goodenough-Harris method, lacksincremental validity when the WISC AndBender-Gestalt are part of the diagnosticbattery. (Author)

ABSTRACT 41641EC 04 1641 ED N.A.evb1. Date Mar 72 8p.Sabatino, David A. and OthersPerceptual, Language and AcademicAchievement of English, Spanish, andNtreajo Speaking Children- Referredfor Special Classes.EDRS not availableJournal of School Psychology; VIO NtP39.46 Mar 1972

Descriptors: exceptional child research;learning disabilities; special classes; ele.mentary school students; language devel-opment; academic achievement; bilingualstudents; language handicaps

The OurPose of this study was to deter.mine the perceptual language and aCa..demic achievement functions of English,Spanish, and Navajo children experienc<ing learning problems and referred (orlacement into special education, classes.

among the native English-speaking cse test variables which disci*

dren and the children who spoke Spakshor Navajo nativ.4 were, as predicted,those tasks which involved knowledge ofthe linguistic rules of English. It OOldseem that, taken as a group, the school,learning problems experienced by thenative Spanish. or Navajo-speaking chi'dren were the result of their limited lin-guistic competence in English, the lan-guage of instruction in their classrtioriii.(Author)

ABSTRACT 41757EC 04 1737 = ED N.A,Publ. bite May 72 . 7p.Conners, C. KeithPsychological Effects of StimulantDrugs In Children with Minimal *kakiby/function,EDRS not availablePediatrics; V49 NS P702-8 May 1972

Descriptors: exceptional child research;minimally brain injured: drug therapy;psychological characteristics

Two technical studies involving the drugsdextroamphetamine, methyiphenidate,and magnesium pemoline were reported

12 , Exceptional Child Bibliography Series

In regard to the psychologies! cheracter-1st les and effects of stimulant drugs Inchildren with minimal brain dysfunction.The two studies involved similar popula-tions of approximately 80 elementaryOM children diagnosed as minimallybrain injured. Studies of methyiphenidateand dextroamphetamine revealed thatstudents receiving the drugs scored bet-ter on. the overall lest battery than didthose sturfentS not receiving the drugs.The second study, with magnesium pemo.line and dextroamphetamine yielded re-suite showing that students' general be-havior patterns improved as a result oftaking the drugs, All children, however.did not respond identically to the drugs.(CI)

ABSTRACT 41859EC 04 1859 ' ED N.A.Publ. Date Dee /I 22p.Crinella, Francis M. and Others

rNeueel Dominance Is Not Related6 rePsychological Integrity.DRS not available

Child Development; V42 N6 P2033.54Dec 1971

Descriptors; exceptional child research;lateral dominance; neurology; neurologi-cally handicapped; minimal brain injury;theories', performance factors

Comparative and developmental neuron-sychological literature relating to thequestion olcerebral dominance and limband eye perference suggest that there isno, biological rationale for assuming thatthe two phenomena are related or thatagreement in eye, hand, and foot prefer-eke (LA) or strength of lateral prefer-ence (SLP) should confer sh adaptiveadvantage on the human organism. Astudy of 53 children who were behavior-ally impaired secondary to verified orsuspected central nervous system (CNS)pathology and 37 who were above aver-age In academic standing did not estab-lish strong linear predictive relationshipsbetween LA and SLP and 70 neuropsy-chological test measures, LA and SLPappear to have limited significance forhuman behavior, and the necessity fortompleinentarity between the asymmetri-cally organized cerebral hemispheres issuggested as a more basic developmentalnecessity. (Author)

ABSTRACT 41860EC 04 1860 ED N.A.Publ. Date Dec 71 6P.Sabatino, David A.; Becker, John T.Relationship Between Lateral Prefer-erste and Selected Behavioral Varia-bles for Children Failing Academical-'s'.EDRS not availableChild Development; V42 N6 P2053 -60Dec 1971

Descriptors: exceptional child research;learning disabilities; lateral dominance;failure factors; academic achievement;language ability; perceptual motor coor-dination

A battery of tests designed to measure17 behaviors and three areas of academicsehievement were administered to 472elementary school Ss tailing in school,

Learning DisabilitiesResearch

evidencing 1 year or, more of academicunderachieving in reading. The Ss weredivided Into three group, on the basis oftheir lateral Preferences: unileterallyright, unilaterally left, and confused lat-erality. The data indicated that lateralpreference had little relatiOnship to lan-guage, perceptUal-mOtOr development,and academic achkgement for the threelateral preference groups.

ABSTRACT 41011EC 04 1911 ED N.A.Publ. Date 72 Sp.Chapman, L. J.; Wedell, K.Perceptual-Motor Abilities and Rever-

Errors in Children's Handwriting.EDRS not availableJournal of Learning Disabilities; VS N6P321.3 Jun-Jul 1912

Descriptors; exceptional child researehtlearning disabilities; handwriting; percep-tire motor coordination; space orienta-tion

A group of 7 112-to-11 1/2-year-old chil-dren who macle persistent reversal errorsin handwriting were identified in thecourse of a' previous eurvey, The per-formance of this group of children on avariety of perceptual-motor measureswas compared with that of a matchedcontrol group of children who made noreversal errors. Emphasis was put on theassessment of the children's spatial ori-entatiqn, particularly on their awarenessof the spatial coordinates of their ownbodies. The thildren in the reversergroup were found to have a significantlypoorer performance than those in thenonreverser group on only a few of themeasures. The ways in which levels ofperceptual-motor skill may affect hand-writing achievement are' discussed in thelight of these findings. (Author)

ABSTRACT 41014EC 04 1914 ED N.A.Publ. Date 72 6P-Ayres, A. JeanImproving Academic Scores ThroughSensory Integration.EDRS not availableJournal of Learning Disabilities; VS N6P338.43 Jun-Jul 1972

Descriptors: exceptional child research;learning disabilities; sensory integration;perceptual motor learning; remedial pro-grams; sensory training; academicachievement

A group of learning disabled children,matched with a control group for degreeand type of sensory integrative dysfunc-tion, showed greater gains than the con-trol group on academic tests after an in-tervention program designed to enhancesensory integration. Children with audi-tory-language problems but without otherevident perceptual-motor involvementmade significant gains, as did those withmore generalized problems. The remedialprogram, based on understanding howthe brain integrates sensations, stressedcontrolled vestibular and somatosensorystimulation and normalizing brain-stemsensory and motor mechanisms.Language was employed for communica-

tion purposes only and not as part of theremedial program. (Author)

ABSTRACT 41038EC 04 1936 ED 062 739Publ, Date 72 112p.Exceptional Children Conferencepm: Learning and Language Disabili-des,Council for Exceptional Children, Rea.inn, VirginiaBureau of Education' for, the Hand-capped (DHEW/013), Washington, D. C.

EDRS mf.hcPapers Presented at the Annual Interne,done! CEC Convention (50th, Washing-ton, D. C,, March 19.24, 1972),

Descriptors: exceptional'child research;learning disabilities; language handi-capped; 0,pferente reports; KtentitiCaLion; inservict teacher education; teach-ing methods:- spelling; program de'scrip-lions

The ten conference pipers on kerning ,

and language disabilities begin with dis-cussions of staff development proceduresfor teachers of language hPdictiftdchildren, methods of insfiuctionel inter-vention for such children, and the com-parative utility of the limited,- intensive.and comprehensive` methods of Wentification and evaluation 'or lirigUage handl-capped students. Research 1106t1e4 c0,1'cans the eliminatieti of isolate behaviorof a girl in a learning disability class, thecontributions of perceptual andfuel skill training to ability to cli$CcInttnate and reproduce geometric form, useof distributive practices to modify'spelf-ing performance, and . the electroen-cephalogram as a predictor of intellectiveand academic performance. Additionalpapers discuss behavioral aspects Of learn-ing disabilities and recent develOpments inthe education of learning disabled tidoleS-ants. (7(W) _

ABSTRACT 42000EC 04 2099 ED 063 692Publ. Date Dec 72 828p.Ensher, Gail 1,A Diagnostic Study of Reading Disabil-ities of Children Enrolled in Six PublicSchool Special Classes for the MentallyRetarded. Enid Report.Boston University, Massachusetts,School of EducationNational Center for Educational Re-search and Development (DHEW/OE),Washington, D. C.EDRS mf,hc0E0.1-9-090047-0112(010)BR-9-A-047Presented As the Author's Doctoral Dis-sertation.

Descriptors: exceptional child research;educable mentally handicapped; readingdifficulty; emotional problems; cognitiveprocesses; meetally handicapped; learn-ing disabilities; clinical diagnosis; educa-tional methods; remedial instruction;student teacher relationship; literaturereviews; research methodology

The 2-year project of intensive clinicalstudies of children, teachers, and educa-tional strategies was reported to be

primarily concerned with characteristicsof emotional behavior and cognitivefunctioning In children termed educablementally retarded. assessments of learn-ing and emotional disuderS in children,effects of remediation progrant andteacher characteristics and their impactOn learning in children. The project re-port was divided irto f. ztr major sec-tionS: review of literature on currenttheories of mental tetardation and cogni-tive functioning, and evidence on learn-ing disabilities and performance and be-havior variance of children classified asretarded; presentation of research metho-dology used; presentation of clinical databased on evaluations of children andteachers the first year and remediationattempts during the second year; presettation of selected portions of group data;and summary andconclusions.Representative major findings of thestudy were that almost half of the 48children scored higher on the StanfordBinet Intelligence Test than was thoughtpossible, that learning disabilities fre-quently consisted of multiple. not single.intellectual dWunctions, and that somechildren did not :show a pre-establishedhierarchal order of skills. (C13)

ABSTRACT 42228EC 04 2226 ED 063 714Pub. Date 72 I Ip.Dickerson, John N.A Study of the Effectiveness of a Non.Specialist In Remedlating Visual-Mo-tor Skills in a Title I School.South Bend Community School Corp..IndianaEDRS mf,hc

Descriptors: exceptional child research:perceptually handicapped: perceptualmotor learning; resource teachers; prima-ry grades; learning disabilities: percep-tual motor coordination: remedial in-

. struction

The study was designed to experimental-ly determine the rate of growth as it per-tained to visual motor development of anexperimental and a control group by us-ing a resource teacher as the vehicle toadminister the remediation. The studylasted for 7 months. Beery's Develop-mental Test of Visual-Motor Integrationwas administered in a pretest and post-test format to 93 first grade students.The experimental group experienced theFrostig Developmental remediation mate-rills using either the first level of the eyeor motor coordination materials. Theexperimental group met in groups ofabout 11 children for a period of 30 min-utes twice weekly. Seven samples ofremediation are included in the form ofphotographs. Comparison of pretest andposttest scores showed that the experi-mental group gained 3 months of visualmotor growth above the control group.The growth was considered statisticallysignificant. (C13)

ABSTRACT 42249EC 04 2249 ED 063 721Publ. Date Jun 72 60p.Simpson, D. Dwayne; Nelson, Arnold E.

Breathing Control and AttentionTraining: A Preliminary Study of aPsychophysiological Approach to Sell-Control of Hyperactive Behavior InChildren, Final Report.Texas Christian University, Fort Worth,Institute Of Behavioral ResearchOffice of Education (DHEW), Washing.ton. D. C.. National Center for Educa-tional Research and DevelopmentEDRS mf,hcOEC-6-71-054 I (509)BR- 1- F-080

Descriptors; exceptional child research;hyperactivity; physiology; attention span;behavior change; learning disabilities;psychology; operant conditioning; rein-forcement; feedback

The present study was undertaken as apreliminary evaluation of a psychophy-siological method for training children inthe control of hyperactive behavior. Themethod involves breathing control andattention training which employs biofeed-back and operant conditioning principlesdesigned to help the child develop con-trol over excessive and distracting motorbehaviors and maintain attention inlearning situations. Since breathing rec-ords are highly sensitive to numerousbehaviors relevant to the desired behav-ior pattern in learning settings, the use ofrespiration as a focal behavior in thetraining procedures sharply reduce thenumber of simple motor behaviors re-quiring monitoring and reinforcement incomparison to the typical behavior modi-fication program. Six children (age 6 to 8years old) from a private school for chil-dren with learning disabilities participat-ed in the study. Three were assigned to agroup given the breathing control andattention training and three were as-signed to a control group. Measures ob-tained before, during. and after trainingincluded respiration indices, perform-ance, attention and vigilance test scores,and teacher ratings of classroom behav-iors. The study was concluded to be suc-cessful. (Author)

ABSTRACT 42345EC 04 2345 ED 064 814Publ. Date 72 127p.Jordan. Thomas E.Development and Disability at AgeFour: A Prospective LongitudinalStudy.Missouri. University. St Louis;Central Midwestern Regional Education-al Laboratory, Inc.. St. Ann. MissouriBureau of Education for the Han&capped (DHEW/OF.), Washington. D. C.

EDRS mf,hcOEC-3-7. 062873-3056 TR-9OEG-0-70-1204(607)BR-6-2873

Descriptors: exceptional child research;disadvantaged youth: socioeconomicinfluences; biological influences; pre-school children; lower class; longitudinalstudies; cognitive development; physicaldevelopment; motor development

The report was explained to be one in aseries of products designed to provide an

Inferential base for planning instwctionalstrategies. Considered were biological-and socially adverse states around birthand measures of attainment in threedomains at the end of the preschoolyears. Early child development was firstre-viewed. The preschoolers examinedwere the 1966 cohOrt of 1008 infants whowere 50% biological risk and 50% non-risk. Criteria for selection of experimen-tal subjects were disorders of pregnancyand gestation, delivery, neonatal effects,and any combination of these. It Washypothesized that the four categories ofearly developmental risk and social classwere significant Influences on childgrowth as measured In physical, motor,and cognitive domains at four ages of 36,42, 48, and 54 months. ,abe statisticalmodel employed was multiple linear re-gression. Regressive models of develop-ment were compared. Predictors and cr1-teria for each of the four ages were re-ported. The models were found to vafyconsiderably in their capacity to accountfor criterion variance. Results showedthat at 36 months, consideration of thethree domains of development indicatedthat cognitive attainment was most pre-dictable, and that at the later ages, socialclass was usually more influential thanbiological risks on cognitive attainment.(CB)

ABSTRACT 42815EC 04 2813 Ell) N.A.Publ. Date Sep 72 7p.Sabatino, David A.; Streissguth, WilliamO.Word Form Configuration Training ofVisual Perceptual Strengths withLearning Disabled Children.EDRS not availableJournal of Learning Disabilities; VS N7P435-4I Aug-Sep 1972

Descriptors: exceptional child research;perceptually handicapped; visual percep-tion; auditory perception; vocabulary;learning disabilities

The recent focus on the perceptual defi-cits of children with learning disabilitieshas led educators to ask whether an in-structional program should be directed ata child's perceptual strengths or weak-nesses. In the study, a sample of chil-dren with learning disabilities was di-vided into two groups, one with auditoryperceptual strengths (audiles), the otherwith visual perceptual strengths (visiles).The differences between the strong andweak perceptual skills within each groupwere statistically significant. Other per-ceptual and language differences betweenthe two groups were not significantlydifferent. An experimental Word FormConfiguration Training Program, whichdirected all teaching input through thevisual modality, signifitantly modified thevisual perceptual behavior and readingachievement of the visile and not theaudile children in the experimentalgroups. (Author)

ABSTRACT 42909EC 04 2909 ED N.A.Publ. Date Oct 72 5p.Fiedler, Margaret

14 Exceptional Child Bibliography Series

D4d the aink Help? ABSTRACT 42927 To measure the effectiveness of spccialEDRS not available EC 04 2927 ED NA. class placement for learning disabledJournil of Reading; V16 N! P23.29 Oct Pubi. Date Spi 72 6p. children labeled neurologically handi.192 Haskeil, Simon H. capped subsequent to psychological andheserintors' cxce"tional child researcr Visuoperceptunl, Visuomotor, and medic; evaluatIon, 376 NH studentsiearn1" disabiIiiir readiria difficulty' Scholastic Skills 01 Alternating and w.'e exposed to one of three luesinients:reldine clinics' secondar" shooi sti UnIOcul*r Squinting Children, placement in a self-contained class fordentsquesttonna1ts' prgram evalua- EDRS not available NH cbtdreñ, retention in a regular classtion; habit formation; reading ability; Journal f Special Education; V6 NI P3- wnh dduIional help from tutors 3-5

attv atticuctes 8 Spr 1912 hours per stee., and retc,iilon iii a regu-$, tar class with no extri help. After (SThe eftct o( a reading clinic on 29 sec- 59!Pb0I exceptional child research;

months, effects of treatment on academicondary school studcnts' poor reading vituaiiy nanuicappru, visuai perception,

achievement and visual.motor function-habits and begative altitudes toward acaunIc,acniemenI,.!cetual otor

tng were compared; no significant differ'reading was investigated. Responses coOrulrlatiofl, v.sion4 c i testing ences among the thfet groups werereading related qesttons from sn Inter- In order to Investigate visuoperceptual, foudd. The design of the study waa eval-eat Inventory were compared with re- visuomotor, and scholastic skills of alter- uatd within the framework of efficacysponses to similar questions given On a native and unlocular squinting children, research. Discussed are the conse-fotlowup liweisiory of the sante $ stu- 28 children ranging In age from 7 to II quences of labeling and segregating ciil-dents who were then graduating from csrs were selected from routine refer- dren caHe4 NH where there Is little genhigh school. Al the time of clink enroll- rals to a large eye hospital and were ulne evidence of tuch dysfunction andmint, the students' reading achievement administered psychological, educational, little support for effectiveness of such awas 2 qe more yessa below the level mdi- and motor development tests. Afl tests procedure. (Author)KW)dated by age and Inkllectual capacity. were administered indjvicivally except forTen questions on matters such as-reading the Frostig Developmental Test of Visual ABStRAC1' 50099habits, enjoyment of reading, and library Perception and the Young test on the EC 05 0098 ED 067 807use were posed. esponses were evaluat- intellect. Results showed ilat there were Pubi. bate Sep 72 lii.ad by comparing the quality of the stu- no significant differences betwien the Cratty, Bryant J.dent's original fsponse with the re- mean scores of the alternating and the Children with Minimal Brain Damqe:aponse to followup questions and by ca- unlocular squinters on ahy of the varia- Prognosis for the Remedlatlon of MO-

tegorizing the change in terms of maturl- bles. The outstanding handicap of all the toe Probtem.ty and appropriateness, Positive changes children was thought to be ne visuomo- EDRS mf,hclit reading attitudes and taste were re' tor Incoordination. There was no cvi- Peper Presented to the merlcan Pay.ported for 22 of the 29 students. Anaty. deuce that the chitdrens visuomotot dis- .choloicaI Association opventpon atala suggested tiat students change atti- order had beefl a handicap tq ihir edu flonoiuiu, Hawaii, Septem r, 1972.tudes toward reading as skills increase, cailoisal attainmnts, nor wçre there rell- Descriptors: exceptional child research;but have difilculty reflecting this in Im- able difterences between the groups in minimally brain injured: motor develop-proved grades. perceptuomotor and scholastic skills. meni; psychomotor skills; remedial pro-

A ' Ace grams; learning disabilities; task perfor-ABSTFIAC1 42920

D A EC 05 0010 ED N.A. ifiance; therapyEC N..-.. LI I A A I dLI l.. aa Puui. Date t 72 Sp. epor c wa a pr gram es git o cxIJaC 1I.

Vockell, Edward L.; Bennett, Blair plore the remediatlon of motorpr'tiems..oI,Cn,11ancy 5I1 JuCl,)Birth Os-du. Sex Of Siblings, and In. among minimally brain damaged chil-uV3TIui ,wyj*$Cbia rrt'cidenee of Lesirning Dis*billtlea. dren. In an Initil testing sssioh 'he chil-' ' EDRS not available dren were çaposed los sii cteory teatno

L Exceptional Children; V39 N2 P162-4 of gross motor functioning, tire irrat. partjOU(flw Ci I.iN ryC.iOiO5y any r- I h F i in I Tc ua y, - pVisuhI Percepijon a self conce I test a

Descriptors: exceptional child research; Descriptors: exceptional child research;game's choicç tet.. and other aaks ie-

learning disabilities; hyperactivity; ado- tetning disabrlities, inctdencc, siblings signed for the 'svbjctive evaluation ofkacents; cognitive processes; problem Records of 95 girls and 387 boys be- motor function. Children parIiipate4 insolving; performance factors; learning ween the ages of 6 and 16 yçars who classes which cxposed them to taskscharacteristics were classified as learning disabk were which both were taxing 1q1 able to beFour c Altive at Ics 'reflection-im ut- examined from the files of the Purdue pe'rformed, as wIl as to tasks whichsivit 08lieid-de idence-lnde ndeuce Achievement (enter (or Children. Data were stressful i° a slight degree.

i ted-flexbi"control stron vet us we obtained concerning age, sex, IQ, Conclusions such as the following werekt' were tudid 1n20 ordinal position of blrth, size of family, drawn: younger childrcn wi;h slight prob-

d I t bo a bust da nosed as and age and sex of siblings. Results mdi- lenis are most amenable to chaflge ap-h ra'ive ad 'orirols cated that bIrh ordu or sex of siblings proximately 80% of the children referred

1 d t hI was not related to Incidence of learning were males: ahd hand eye control (a im-Pg.Pigures Test the Fbe4d disabiIitle. (AutliorICR) provable not only with the ipplkatiórt of

r s T remedial measures tirvoiving practice,ugures at, a t troop es . t sasABSTRACT 50040 but also with the application of medics-reportea tnat toe acioicacent pyperactive - -

'1,.,, EC u i.xsu ED N.A. lion in hyperactise children. ((1W)I i I I Publ Date Se 72 7approach to problem solving, especially

Be1so, Donald N. and Others . ABSTRACT 50199to reustuvety novel tasks and tasks In1. L r.nettivnegs of ,peclal Ciass Place- U' toowiu.0 tu w a grea.er uCgretOi te-

mifli for Children I.abekd Neurologi- Pub!. Dtè Oct72 9p.sponte rtainty, s.mi,ar to ;..e ap J J 174 - . . C*ui riuICCP5rccI. .aves, . . is eraoaçn 0 Inc VOWS,! pyrCtive, Cflhiu. FI)S ioi avaRable ,. The Ia 1 bet.ctlon of Minimal Br.innypCttctivC cuituren iOO, ess time to .- I --Journal oi cnoou Psychology; Vl0 N2 .re ,ec, over pro q5 werc a çIuIi! P157-63 Sep 19)2 IDR vaiIabIcalt tive.tol t na were available andodrscaiof I a,fsfn6 tYsabil'sies V gaer i culty isolating a Simple Descriptors: exceptional child research; p44:zi 12rct hidden 1n a Complex background. neurologkally handicapped; learning djc- '- - - - - .

pensatory training in ip0lsècontrol abilities; groupldg (instructional prirpäs- bescriptots exceptional. child research:attention foustng was reoMmèttded es; aad'mic achiesrenl; rigulat class mjnhfially injityed: identification:

or hyperactIve thildren. placement screening iedlctive meaSurement;

Leirning DisabilitiesResearch $5

karnln$ disabilitleat kindergarten chil.dren: PeognostIc tests; test tntcrpetatlon

Reported Svas a study on the bath ofwhich researchers attemptedtó standsrdlie a screenkt? Instrument to idetufyldndergafien Uuldtefl who can be espect.cd fail in achol because *1 minlialbrain dysfunction, The testing haitery.çailcd the Modified Predictive lpdu(MPI) cc tstç4of t tests of the c.dkliv lndeñ (de iUrsch and olhers). theDraw A Person Test and Name Printing.The batry was administered indivfdua1ly by stbo1 p%ychoiogists or schoolnurses to 22g Kindergarten children. Of40 children who failed thc tests. 2$ werematched with 2 cotrois and were cx-aminCd In detail neurologicaity and psy.ch*loglcaliy. 'The MM was found iè bepractical for Idefltifying chfldrn needingspecial att4htiofl. it waS found q be lessuseful (ot discriminajing tjio&chiidrenwith minimal braFn dysfuncdon fromthose who were thought to be immature.Neuropediatric and psychological Investi-gations showed tt of 2$ (44) of thefailures to have unequivocal signs ofminimal brain dysfunction. (AuthorlOW)

ABSTRACT 5011$ECO5OI13 EDNA.Pub). Date Oct fl 4p.Rampp, Doflaid L: Covington, ian RAuditory Pèrc*pflop, Reading and theInitial Teaching Alphabet.EDS not..avaiiabteJournal of Learning Disabilities: VS N8p497400 Oct fl

Dscrfptors exceptional child reseaceh;peceptuaily handicapped; Initial teachingalphabet:- ra4ing; auditory perception;learning cabilities: educatlottal pro.grams; program effectiveness

ReportedWas I stUdyf the effectiveness of a 40 wcekfca4in programus)flgi4 Initial TechIng Alphabt, ilTA) wkhto me studnls 8t Iyrsolge)who ehibiieI auditory eptuäTl dis-iurbance; The ITA offertd a cs1sténtalternii to thç iflconsistent guditory-vlsuai corres6fldces of tradUionaIEiigikh hgfaphy. The Qay OralRe4 g1çs 44minbteed beforeah4:aflit the program 'to tct .reading

found io bekinily higr aftø the progrant 'thestages of iUdto blcnding *n4 of trani-Iio. tradittonat orthogiaphy werefound t6 caise thC greatest dimcuft'.(0W)

ABSTRAOT 5O740174-: : ED

l.raTici 3p.4cJnab ufiA.t I1ne M1nJ. -.

'flit Tllfløeraffltn Tet ai'1 Irè

dl ,I3tttádeAhitem.nt:RLIaWe

JournE(âg DsabiflsIes: S'S N8

t rear;leuinlng '%isab1I t eititiqñT st

idtnds1icteiio iachieVerneflt-est

-

The usefulness of the Vabe Kindergarten Minnesota Univ., MiflfleipollsTest (VkT) In the early Identification of Bureau of EducatIon fort the Handi-children with learning problems was test- caned (DHES/OP), Washington, D. C.td. 'The VKT, which Invoivei perceptual rnks ml ,hc -motor skils vocabulary1 and drawing a oE9.332l89.4533 (032)man, s administered to 213 klndergar.

Descriptors: exceptional child research;to I tiv

earn ng sa it a, researc met oo-Stanford Achievement Test. However, gy: nd ence: stat st ca eM!I ca

the following reasons were given against tIon research reviews (puuticatlons)

continued use of the test: the obtained The authors discussed common ap-cotlicicnts appeared to be too minimal proachel used to identify school chiidrcnt make eductional)y tcicvant predic- with learning diMcuftks, examined pitt

tkiis: the test had a ceiling effect when studies on the prevalence of learning dii..used with average t slightly above aver, aWed school children, surveyed meihoage ability kindergarten children; and the doloica1 and eonep'ua1 prbbt.m intest might have the same ceiling effect Wentifying children wish learning peab-related to the age of kindergarten stu' lems, and presented recommendationsdents. (.ulhoriGW) - fot future prevalence studies. Prevalence

A projections of learning disabled chIldren0iB9TRiwT $0282,,,,, in various elementary school popu tioni

Y? U0i vu '1 were discovered UI range trosp **1-Pubi. Date 72 lip. mateiy 1 to ove 30% Surve s singCiatlsojs, Frank B.; Hayden, Bsssamin achievement exjctancy tormuL wteThe kelationship of Hyperactivity In a 0a7% f eetae

:NormaL Class SetIng with Family mates by authoritieS t S of chitBackground Factors and Neurologkal dren achieving low gride I. Differ.Status. ences in defi iiteria. n.meni*-Department of, Health, Education, and tion, methods ilalyali. scieristicsWelfare, Washington. D.C. ot sanpfes. an quality extent of

mu.uc - -- Insthctional history were ihought (oDescr1pirs: exceptional child research; account for the wide v&flatlons in thehpetactIvky; neurological defects; farM- characterIstics of children wIth rt rWdly characteristics; socioeconomic status; learning difflcUities Recomme etlolearning'disabiiities; elementary school such as the following *ereoffere var-

students: age differences; medical eval- abies should be selected for possible In-ation clusion into predictiop qtIMIons whIch

minimize potential content overlap be-BOYS tage n.-lO years. in regular classes)

he d and h chicwho were judged as hyperactive by their ieasu and the criterion of dii-teac ,Ers were compared with matchedI ' d 1

nort-hyperkinetic boys In terms of family parity tween rCvice CI.JaC abackground information and neurological the length of tmC the siuents tiae fieen

obtaIned and 135 exposed to systematic instruction. GW)

control Ss, while 121 hyperklnetic arid --142 control Ss underwent pediatric neu-rological examinations. Parent Interviewata gat crc nc u e me iça story, BC OS 38 ED H

prenatal experiences of mother; the S's PubI Dat 3 73in an an presc 00 avior, an so- Buckland Pea l Balow BrucecloeconQrnlc status (SES). Although sig- Eftec of 1V l'Perceptuil Tralnisag onnificant differences between groups *er be.din IA ) enifound on the neuro1okal examirtatfn, flS

re was a re alive y sow a so ute ' V39 N4 P299-304dence of neutological pathology and itwas of a diffust nature, consisting ...

rlmariIy of soft signs. This was seen to Descriptors: txcçptlonal child research;suggest Immature psychO.phyatological ieatcing disabilities; icading re&diness;status, ot develomfntal lag. Lo* SES isuaI percepØo,i; training echnIqui;was associated *hh hyperactivity In old- - perceptually }sandfcgpped; primaryer (8-10 ar hyperactive i; disturb- grades; readIng abilityance in t familysituation was PIeserst St died waS the eflect of vi ual percep-more ofie, In, hypera lye t)t5ii In co!ioI tiainlng on rceD djntss andS:s fansiheS; low S and high farndy d reiognitio skil[ o roximitelydisruption scoret C! rlattd it In. the 66 low-re dine Ihyperkinetic group.' .r!JIgS U St d The experl Ia o or edthat social and Cnvlronhenta 5 tlg'wôrkshó . UalW ci t-become more relevant o hperacti t tenti U c co tot pu lie-behavior as age ineases. (KW)

- tee'i tof ihiótgh sL tie

ABSTRAC1' 50567 hi pétceptio ,read ts, 0 rec.BC 05 0501 D 071 232 :don outcOme v les y forPubi. Date Ju . 41p. e teMsI and o tl$'wBruinInk, Ro i: - 16 S&r6omf I e 4 pettee t.PievaIenct of' Arning DIubIlItIu: mclii perccp I I'Finding, IssÜ*l, and Recommends. c*nt diftetCncel -Clone. Research Report #2o. mental group. (Au

Exceptional Child Biblio'aphySeriea

ABSTRACt 50742E0050762 EDNAPubt Date Nov 72 Sp.VerneIi Carol Jean; Jacobs John P.E11.ds oe Musk Used to Mask NoIse litL.sin PisabD1t Classes.EDRS not IvaitabIJournal of Learning bisabilities; VS N9P533.7 Nov 1972

Descr1ptors exceptional child research;karning disabilities: music: performancefactors; mathematics; childhood; adolet-cents; academic achievement

CIasskil music was used to mask back.ground noise In classC of hildren wiiikarnhsg djsabilitks. Pffty.three childrentl to 14 rears old) In eight classes weregiven mathematics worksheets to comepIet white conditions of music and noliewere alsernate4. The cltildicn se;v4 ast)teir own controls; Each assignment wascheckCd for accuracy and rate, and coinS

parisons werC made on' the basis of age.mathematical difficulty, and Intelligence,as well as oyerall oup performancebetween condftlojts. No significant differ.ence was found between thC condidos.nOr was there any noticeable Interactionbetween the artables tested. (Author)

ABStRACT 1.0765EC OS 0165 El) N.A.Pubi. Date Nov 72Ham mill DonaldTraining Visual Perceptual Processes.EDItS not availableJournal of Learning Disabilities; VS N.P552.9 Nov 1912

Descriptors: exceptl9'al child research'perceptually handica ted; visual percep-tion; research revi. a's (publications);reading comprehension; learnin? disabili-ties; tçalning techniques: effective teach-

Recent research and wriiing wCre cc-vkwed for the purpose of okeratiortallydefining visual percc;ilon. Investigatingthe relationship betweet visual percep-ton and rading comprchension, anddetermining the effects of usual percep-wal (raining on reading atsd visual percaption. Visual perception 'as defined asthose brain operations which involve in-terpreting the physical elements of thestimulus rather than the symt,olic aspectsof the Stimulus and which are usuallyreferred to as visual discriminations and!ci spatial relatIonships. It was concludedthat little correlation existed betweenmeasures of visual perception and testsof reading comprihension and that train-ing t visual perceptual skills, using cur-rently available programs. has no Dosi-tis'e effeI on reading gnd possibly noneon visual perception. (Author)

ABSTRAcT sciei:E0030t61 :- EiN.A.pb.:DaiHd1i - 91i.

L41i, Msureeii Fufler, GeraldNeuropsychoiogkal,

tnat Correlates of Reading

railaieI Disablt(tiei; VS }i*

LbifldesRese arch

bescriptors; exceptional child research;reading difficulty; karning characteris-tics; statistIcal data; sensory Integration;learning disabilities; childhood; psycholo-gy; neurolog7; academic achlevemem;muirisensory learning

Forty-four children (mean age, II years)who were at least 1 year behind In read.ing ability wets tested on $ psychoncu-ro?ogkal, psychological, and educationaltesit. ResUlt* WCte compared with pre

vious research. Suppott was ptôvidcd oshow that rCidlflg disabled children couldbe clastified as being predominantly ana

or nonanalytic In their siyis ofçonceptuajizatlon, Evidence was' alsofound to iodicate ihatSs haddifllcultyIntegrating stimuR from sep5rate sensemodalities. (Author/OW)

ABSTA AlT '80782ECOSO1$2 EDN.A.

Dale Eçc 72 4p.Stainback, William C -inback, Susana:Effects of Siudent to Student Tuoringon Arlthmetk Achievement and Pd.sonal Sotlal Adjustment of LOWAchievIng Tutets and High AchlivingTutors,EDRS not availableEducetton and Training of the MentattyRctarded; V? N4 P169-72 Dcc 1972

Descrtptots: exceptional child reserch;upderachleven; tutoring: peer relation.ship; academic achievement; learningdisabilities; childhood; adolescents;mathematIcs; personal adju!cmcnt; socialadjustment

The study investigated the feasibility ofstudent to student tutoring as a means ofarithmetic Instruction In 120 childrenfrom 9 to 14 years of age of whIch 30were high achieving tutors. 30 were lowachieving tutCeS. and 60 were children ofboth high artd low achiecmcnt who received regular teacher instruction. Theresults Indicated that student to siudenitutoring is as effective In enhancing arith.metic achievement and personal and social adjustment of nigh and low achiev-ing students In regular clases as havInga ;eacher provide help on a one to 20teacher pupil ratio. (Atithorlflfl)

ABSTRACT 50894EC 05 0894 EDNA.Pubi. Date Jan 73 spHunter, F.dna I.; Lewis, Hadley N.The Dyslexic Chlid-.Two ears LaleiF.DRS not availableJournal of Psychology; V83 Nt Pl63l7OJan 1973

--

Uh&Jt1JtII fl VVIb .,t.. tall It I tab tS

A followtip study wa reported on ISmate dyelèxlc childrefl fro nine to IIyearOf age who were a1 to .h5v nfree of em t a sch I adjustmentprobIernt rfit...

i reieoiai Teacnrng; inas in

ht chis'ehn

levels and more adjustment problemsthan the controls; that low scores on thefull scale Wechsier Intelligence Scale forChildren (WISC), the vocabulary subtest,and the coding subtest were associatedwith large reading deficits 2 years later;and that high WISC arithmetic and cod-lng subtett scores were associated withlarge gains in reading skill, (See BC 040530 for the original study.) (DS)

ABSTRACT 5499$EOO5 0999 I. EDN.A.Pubi. Date Dc 72 9p.Anderson, William F.; Stern, DavidThe RtstIve Effects of the FrostlgProgram, orrEcttve Reading Inst ruestion and Mtetsflon Upon the KesdingSkills of CorrectIve Readgis with Vu -

su1 Perceptual Defldenc1esEDItS nt available - -' - - -

JouuaI cf School Psychoigy; S'IO N4P387-95 l)ec 1972 - -

Descriptors: excpttonai child resé*rcli;iearnng disabiIities ea4(ng difficultyvpc!cstu5lly, handicapped primary --grads: remedial -programs; programevaluation; visual perçepton remedial;reading; perceptual motor karp(ng; FfO*4(is - - I

StudId were the effectjveness of tieProslig training program s4- orrectivereading tnsrucJipi -jor(mp ving therea4lrig and ylsuat motOr tkitI 33 : -

o'ø grade pupils *hd. posiessc4 ktJcknCieS i both,-areas: gch-of tte hreeteachers worked each %cbo dayfØ j -

weeks with ti ubJecl5 Of the two treat-iCnt groups pi)3 a play 'pIaebp group. - -

QnthC bpIsof tie rçttlo Istythere is. epOrte4 to bC ljflici it aTy p.port for thC use*I- the F:stlg rk'*in

-

r corrective rading as rtalitint$ 10Improve the teading skills 'of chJtdrn -

considered, poses.s a isQaI ffloorproblem, Due f the pErfQrJ)iancCs f the -

). :i_.i.,- ..

1fl!'11I 'rhypothesize that Improveniens t theremedial groups are more a function ofpersonal attentIon than the unique rerne-dial powers of the Iwo tvealnlents. Ii issuggested that consideration be given tothe optimal number of Frostig sessionsas well as tO the possibility of a ceilingeffect of the Prostg program. Eightweeks of training were found to be themaximum time befoe regressIon or Im-provement took place. (Author)

ABStRACT 51081-EDN.A.

1ubl, pe Pèb 73 - 7p.Camp'.tnte W. -IgarbtIsf afe4and Retefltlon lit Re

i4FdedflesdersI; -- -

uttru1flj Disabilities;- V6 N2

r1?S

vidual learning curves showed a charac-teristic pattern of initial acceleration fol-lowed by gradual deceleration. Therewas little change in rank order after thesixth lesson at each level of difficulty,The majority of the children showedlearning curves said to be qualitativelysimilar to the learning curves of normalchildren. Significant rank order correla-tions between learning rate and threemeasures of retention were found. It wassuggested that learning rate might be

',used as a basis for determining degree oforiginal learning. (Author/DB)

ABSTRACT 51193EC OS 1193 ED N.A.Publ. Date Mar 73 Sp.Waugh, R. P.Relationship between Modality Prefer-ence and Performance.Exceptional Children; V39 N6 P465-69Mar 73

Descriptors: exceptional child research;learning disabilities; perceptually handi-capped; childhood; auditory perception;visual perception; performance factors;learning processes

The Illinois Test of PsycholinguisticAbilities was administered to 166 secondgraders who were classified as auditoryor visual learners on the basis of discrep-ancies in individual test profiles. Fourcontrolled instructional procedures werepresented in classroom settings. Twoprocedures were primarily auditory andtwo primarily visual. The 5% of the ob-jects showing greatest preference forvisual tests performed equally well onvisual and auditory learning tasks.Auditory learners performed equally wellon auditory and visual tasks. (Author)

ABSTRACT 51268EC 05 1256 ED N.A.Publ. Dite Mar 73 4p.Espinda, Stanley D.Color Vision Defickricy: A LearningDisability?Journal of Learning Disabilities; V6 N3P163-6 Mar 73

Descriptors: exceptional child research;learning disabilities; perceptually Nandi-capped; learning difficulties; elementaryschool students; visual perception; colorplanning; males -Color vision deficiency was hypothesized

_10 be associated with impaired learningand inappropriate classtoorn behaviorand with a higher observed frequendy ofreferrals to programs ft._ tfie educational-ly' handicapped DiagnostIC -color`

reini rig --crki conducted iii :f ciemota.y -04-ssrobigg fOr thiaticationally-hand-

kapped (Eilf_COmprisigillYbo*yian `eqiiivalent titIm6er -of- rigulaltlass-roost 'cOnIfirfiffir 1391 bays.'- AclenteolOr vision was boundand S% of teguia class -stddinti, Thehypothesis that 1.010issaKSIgqi fiCti tl y a slOciatel 'AVOir.tery,

_ behfito ttleA4&iriside161fitiril-C11- learning` 0111160Thid.lAnthor)

ABSTRACT 51259EC OS 1259 ED N.A.Publ. bate Mar 73 Sp.Decker, John T.; Sabatino, David A.Frostig Revisited.Journal of Learning Disabilities; V6 N3P180-4 Mar 73

Descriptors: exceptional child research;learning disabilities; perceptually handi-capped; kindergarten children; testing;test interpretation; visual perception;Frostig Developmental Test of VisualPe re,: pt ion

The investigation attempted to determinefirst, the correlations among the FrostigDevelopmental Test of Visual Percep-tion, the Bender Visual-Motor GestaltTest, and an experimental Visual Dis-crimination Test of Words and second,the visual perceptual factors thatemerged when the data were treated fac-torially. The three visual perceptual testswere administered to 154 children fromeight kindergarten classes. The orthogon-ally rotated variables for the presentsample disclosed three visual perceptualfactors: visual motor skills, figure-groundperception, and visual discriminationskills. An analysis of the specific corre-lates of the three selected visual percep-tual tests suggested that the Frostig De-velopmental Test of Visual Perception iscomprised of more than one general vis-ual perceptual ability. The data support-ed the presence of three distinct percep-tual behaviors measured by the FrostigDevelopmental Test of Visual Percep-tion. (Author)

ABSTRACT 51250EC 05 1260 ED N.A.Publ. Date Mar 73 , 6p.Hilsheimer, George VeinCreeping Reification: Functional Versus Symptomatic Treatment In theDiagnosis 'Minimal Brain Dysfunc.don'.Journal of Learning Disabilities; V6 N3F1$5-90 Mar 73

Descriptors: exceptional child research;learning disabilities; minimally brain in-jured; adolescents; classification; medicaltreatment; -educational diagnosis; drugtherapy; sleep; operant conditioning; nu.

,tritionThe term minimal t rain damage (MBD)is evaluated in the light of,several experi-ments on about 200 adolescents: notreatment in a democratic children'scommunity; the effect of psychic ener-gizers; elettrosleari; biofeedback training(or alpha wave desynchronizationf-Ve-conditioning of phobias; hnd Wutritioni11medical teevment. ,ffiperintentsshOreci stattstiA4 Signiftearst,:Nroti)e,meat in skills related t ME11,.filiAok-geited tBD -Yotif 4100swhich attentrOffOthat treatMen( 6f Underlying 7firliclinnimay be 'superior to 'preterit -practice.(Atithoi)

ABSTRACT 51218

rate If, lip.Wetzel-7' Stanley; Ed.; -Wolff ,' Petet'

d.

Minimal Cerebral Dysfunction in Chil

EDRS not availableGrune and Stratton, 111 Fifth Avenue,New York, New York 10003 ($1.50).

Descriptors: exceptional child research;learning disabilities; minimally brain in-jured; childhood; psychological charac-teristics; social influences; neurology;genetics; identification; educational diag-nosis; clinical diagnosis

Presented were eight studies concerningbiological, psychologIcri. -and sociocul-tural variables associated with the syn.drome of minimal brain dysfunction(MRD) In children. Genetic factors werediscussed in terms of genetic heterogene-ity, sex differences in the frequency ofMBD, and pharmacogenetic aralysis ofMBD. Reviewed were developmentalstudies of monkeys who had been as-phyxiated for 15 minutes whkh Indicatedthe survival of normal adaptive behav-iors after a significant delay period. Re-poited was a study of the electroence-phalograms of MBD Ss which suggesteda delayed maturation of the central nerv-ous system in some MBD children. Anarticle about lead poisoning in childrendiscussed the neurologic implications ofwidespread subclinical Intoxication.Explained was an interdisciplinary studyof criteria for the identification and diag-nosis of children with learning disabilitieswhich involved psychoeducatlonal evalu-ation, opthalmologic endings, and elec-troencephalographic and neurologic stud-ies. Basic requirements for the nett:0101Pic assessment of children with MODwere (formulated, and the Method of freefield observation and -quantitative analy-sis was discussed. The clinical, destrip-lion. prevalence; natural historit, etiolo-gy, and treatment of hyperkinesis wereexamined. Definitions and functionalimplications of M0D and synonymousdiagnostic terms were .COMPate.4. 00*study exploring the relation-W chorei-form movements to behavior distur-bances in a classroom of presumably nor-mat children was reported. (O)

ABSTRACT 51423

Publ. Date (12)ED 074 651EC 05 1423

lip.David A.

A Cooperative ParentTeacher ModelUsing the Project LIFE instrpctionalSystem. .

National Education -Association, Wash-ington; D.Bureau of Education for the Handi-capped (DHEW/011), Washington, b:C

Initg 'Mr*"Projeet LIFE RepOit)i-2

learninedisatillirerg aiVel tutoring;44d fesearch;

inSthietio-nal medial ,.,instruc-tional materials; itaffisf6jeittjfk(LIfiguage' fMOnvemeg to Fachi-tate education) -

Re teed' as ri fir irNsIticht A: ,_61:

abled frOnitneguage raillitate Edo

414-Exceptiona ap y el

1100 (LIFE) Project in the home underthe supervision of a classroom teacher,The Wits presented with an average oftwo filmstrips each day over a 12weekmiller period. Data indicated that the Ssteadily progressed through the instruc-tional system in the order of visual per-ception, thinking activities, and language

Di4ilitietr--Resetich

development. Thinking activity filmstripswere found to be especially helpful inindicating specific weaknesses in memoryskill which were remedied by having theS repeat aloud the information indicatedon given memory frames. It was report-ed that the S increased her vocabularyby a known quantity of 158 words, ac-quired new confidence, and learned to

assemble new words into sentences. S'response to the Project LIFE programwas said to be very positive and enthu-siastic. The S' parents recommended that -

Project LIFE be used In the home byparents of learning disabled children toaccelerate and complement classroominstruction. (OW)

Abidin, Richard R, Jr and Others 40729.Abrams, Jules 0 23387.Ackerman, Peggy T and Others 40071.Alley, Gordon R and Othits 32274.Anderson, Marian 23052.Anderson, William P 50999.Ayres, A Jean 22437, 41914.BaloW, Bruce 50638.BUCRI, Avner 31492.Bauer, David H 10517,Becker, John T 41860, 51259.Bennett, Blair 50010.Benton, Arthur L, Ed 22191,Selloff, Donald N and Others 50040.Broadbent, Frank W 40371.Bruininks, Robert H $0507.'Buckland, Pearl 50638.OOP, Bonnie W 51081.Chapman, L J 41911.Charlton, Bette 22979.Clark, Margaret M 30836.Clarkson. Frank E 50282,Cohen, Nancy 3 and Others 42920.Comly, Hunter X140325.Conners, C Keith 41324, 41757.Covington, Ian R 50173.Catty, Bryant 3 50098.Crinells, Francis M and Others 41859.Critchley, Macdonald 30355.Delacato, Carl H 30453.Deutsch, Cynthia P 30520.Dickerson, John N 42226,Dil, Naslm 40713.Douglas, Virginia 131333.Dunlap, William and Others 40884.Eakin, Suzanne 31113.Eaves, L C and Others 50168.Emile', Norman S 40769.Ensher, Gail L 42099.Espinda, Stanley D 31256.Ferinden, William E 30863.

Academic Achievement 10609, 10761,10914; 22217, 22437, 22539, 23052,23445; 30430, 40232, 40374, 40685,40729, 40819, '40883-40884, 41486.41641, 41860, 41914, 42927, 50040,50114, 50762, 50761, 50782, 50894.

Academically Handicapped 22431, 22339.AdiPtrition CAW Theo010517.Adjustment Problemi 50894.Adolescents 42920, 50162, - 50782, 51081,

Age"Diterences 50282._Alehabeti 10842.Ainplutatim 31492.Anatoni$4 22191.Aphasia 22191, 31235.Atlilichipti10914:

453.

_

A.00-2w' 4trood

1,761942181

, 30320,;-54173(

A i taIniiiittrilljl ifialefkoe-ar 11253.Autism Roo.

20

AUTHOR INDEX

Fernald, Grace M 10464,Fiedler, Margaret 42909.Fine, Marvin 1 50174.Fora, Ruth K 32706.FrancisWillia, Jessie 32481.Freund, Janet W 22540.Friel, Janette 41546.Puller, Gerald 50761.Gotts, Edward Earl 40733.Graves, James W and Others 40680.Greet, Bobby 0 31842.Halliwell, Joseph W 41486.Hammill, Donald $0765.Hartman, Robert 1( 41639.Haskell, Simon H 42927.Hayden, Benjamin S 50282.Helen and Others 10573.Hewett, Frank M and Others 22539.Hitshoimer, George Von 51260.Hisama, Toshlaki 40883.Hotchkiss, James 40883.Hunter, Edna .1 40530, 50894.Jacobs, John F 50762.Jacobson, Anita 22130.Jacobson, Sherman 30863.Johnson, Laverne C 40530.Jordan, Thomas B 42345.Kasdon, Lawrence M 22069.Keogh, Barbara K 32106,40044.Kershner, John R 10517.Koplin, James H, Ed 31235.Koppitz, Elizabeth Munsterberg 40685.Levine, Maureen 50761.Lewis, Edward R 10842,Lewis, Hadley M 50894.Litettfietd; Ticknor B 30430.McKnab, Paul A 50174.Meehan, D Roger 40371.Minde, K and Others 40232.Minden, Harold A 40769.Monroe, Marion 30339.Morency, Anne S 40819.

SUBJECT` INDEX

Automatization 31333.Behavior 10609.Behavior Change 10609, 22539, 31492,

4033, 41324, 42249.Behavior Patterns 22191, 22437, 40325.Behaviiir Problems 22410, 22339, 31492,

40044, 40232, 40883-40884.13ehavioi Rating Seskles 22185, 22539.Beekief Gestalt Test 40011,Ri(tngual "Siudenis 41641;

l3

allidluerfeis 41343.-.--1156 D

Body Mille 22185.10842:

aka-a test of21032,

Cartiki 4016NiTit iffa '40517.

iri%e.otir-_ 187.

Sri EStOdir,301 9,

udrff 1 _atio-n) 34464.Clreb Nzjiy

VelOpniiii 10517. _

thildliOort-t0571:3011461, -4207,- 50762,

Mental Maturity

Myklebust, Helmer. R, Ed 40642.Nelson, Arnold E 42249.Nolen, Patricia A and Others 10609.Padalino, Jane P 40374,Patterson, Natalie E, Comp 22189.Rampp, Donald L 50173.Raskin, Larry M 31964.Rosenberg, Sheldon, Ed 31235.Rosner, Jerome and Others 22185.Sabatino, David A 41860, 42815, 51259.Sabatino, David A and Others 41641.Sapir, Selma 0 10761, 22217.Satz, Paul 41546.Satz, Paul and Others 32235.Schumer, Florence 30520.Simpson, D Dwayne 42249.Skubic, Vera 23052.Solar), Harold A 41486.Spidal, David A 51423.Stainback, Susan B 50782,Stainback, William C $0782.Stern, David 50999.Streissguth, William 0 42815.Swanson, Merlyn S 22130.Swartz, George A, Ed 30982.Tarnopol, Lester 21813.Tarnopol, Lester, Ed 32122.Thomas, Evan W 22410.Thompson, Harriet L 32466.Tolor, Alexander 23445,Tracy, Nathan L, Ed 30982.Vernetti, Carol Jean 50762.Vockeli, Edward 2.50010.Walzer, Stanley, Ed 51316.Waugh, R P 51193,Wedell, K 41911.Wender, Paul H 32071.Wepman, Joseph M 40819.Wetter, lack 40914.Whitley, Carolyn 31842.Wolff, Peter H, Ed 51316.

20767, 20782, 20894, 51081, 51193,51316, 31423.

Class Management 22539.Classification 51260.Classroom Environment 22539.Class Organization 22539.Clinical Diagnosis 10914, 30355, 30464,

12074.42099, 51316.Cognitive Ability 32706, 40685.C native Development 46642, 40680.

42345.CognitiVe Processes 42099, 42920.Color 'Planning 51256.Comparative AnalysisCorhpatattitpai ca tkift.0842,Com OW AiOstid Instruction 23445.Concept Formation 10en6feteifei RO '31 3 41936.CulturilV Dis dv' ke* 211113:De acato et 22410:-

ititn tfi001040013e t(.44-inpiletinif S'ultate 3'402. _

bligh,0110 Tests 30339, " 1546, 4169,

Exceptional Ch ldBibliogr1p ySertes

50174.Disadvantaged Youth 42345,Discrimination Learning 10761.Doman De bleat° Method 30453.DrawAMan 41639.Drug Therapy- 11492, 32071, 32722,

40325,-41324, 4175751260.Dyslexia 22069, 22189,- 22410. 23387,

30353, 30836, 30982, 32235, 50894.Early.Childhood Education 40642,Educable Mentally Handicapped 22185.

42099.Edutational Diagnosts 30339. 32481,

-M260, 51316.- .

Educational Methods 42099.Educational Programs 22540. 50113.Educational Research 30982.Effective Teaching 50765.Elettroenceptalography 40642. .Elementary Education 40371.Elementary School Students 40883-

40884._,Elementary School Students

23032, 31333, 40232, 40129,40769. 41641. 50282, 51256.-

Emotional Adjustment 40685.EmOtional Problems 22189; 42099.Emotionally Disturbed 22185.Engineered Classrooms 22539.

. England 10842.'._

Epilepsy 2240.Etiology 10,517, 30355, 30464,-.42071,

3223$;2246;Exceptional Child Research 10517,

10572,- 10609,- 10761, 10842, 10914,2413," 22069; 22130. 22185, 22189, ,22191,12217, 22410, 22437. 22539-22540; 22979, 23052, 23387; 23445,30319,-'10355,, 304)0, 30453, 30464,

- 30520.: 30836. 30863, 30982,- 31235.31333,- 31492,--.. 31442, )1964; 32071.

- 32235, 32274. 22466i 32481, 32106,32722, 40044, 40071, 40212, 40325.40311, 40374, 40530, 40642. 496110,

5, 40729,, 40733. 40169, 40819.340884; _'40914, _ 41324, '41486,

41346, 41639, 41641,- 441737, _411159._-41860;- 41911, 41914, 41934, 42099.

42226; 42249, 42345, 42815, 42909.42920, 42927, 50010, 30040, 50098,50168, 5017340174; 50282, 50501,

-50638. 30762, 50765, 50767, 50782.50894, 50999, 51081, 51193, 51256,51259-51260. 51316. 51423.

Expectation 23445.:Experimental Programs 10761.Experimenial Teaching 10761.Eipressive Language 10761. -

'Eye Hand Coordination 30430.Failure . PACIOrS 30464, 40685, 41860,

"1.Pami Chafac_eristics 40530, 50282.Pantlly Structure 31842.Patkets'46914.Peedback 42249. -

_Pore Countries 10842.Ognirgitidiii40132; 40685, 50494;

WOO (500. -

NOW. laltelOirninfal Teit of- VisualPerception 51259.'

..0enetief 51316.1?ainift14511. _

OraGra _e wrojfirti.Gro int niqut,tio,nai PurPosei) 10914,

]o,

22437,40733,

Itilt"?K

Haptic Perception 30520.High Achievers 23052.High School Students 23445.Hyperactivity 31492, 32071, 40044,

40232, 40325, 41324. 42249, 4292(1,50282.

Identification 22110, 22189, 22540, 30863.32481,' 40311. 40374, 41546. 41936,93168, 50174.50507, 51316.

Incidence 50010,50301.Individual CharacterlstIcs 40520, 40685.Individualized Instruction 10609.initial Teaching Alphabet 50173,InserVice Teacher Education 41936.Instructional Materials 10842; 22189,

$1423.Instructional Media 51423.Intelligence 22217, --intelligence Factors 23052.Intelligence Quotient i- 21813, 23052,

40729.Intelligence 'Faits 10914,Interdisciplinary Approach 22069,intermediate Grades- 40819.-Intervention 22189, 22540, 40374.Johnson Test of Motor Skill Develop-

ment 10573.Junior= High School Students 10609,

40769.Kindergarten Children 10863, 41546,

30168, $0174, $1259,_"Language (0161.

Language Ability 22217, 41860.Language Arts 22189. _

Language Development 10761,- 30982,41641, -

Language Handicapped 41936.Language Handicaps 30982, 31235,

41641.Language ReSearth 30982, 31225,Language goo lost-LatOial D0111,inallce 30520,-41859-41860.Learning 10517.Learning Characteristics 22540, 42920,-

50761;Learning Difficultiei 22069, 30982.; 40729,

Learning Disabilities 10517, '10573,10609,--16761,' 10842; 10914. 21313,22130; 22185, 22189, 22217, 22437322539.22540, 23337, 23445,', 30339,30355, -WO, 30464, WIC 38863, _

30982, 11113, 1-1492, 3442, 31964,32071, 12235, '32274, 32466; 324111,32706, -32722, 40044, 40011, 40222,40323, 40171_'; 40374. 40330, 4002,40680, 40685, 40729, 4070,- 40769,40819, 4688340884i- 41324,41486,- 4134,7:41619, '41(41, 4186641911, -4104,-4 936," 42099, 06.42249, 42 ,815 4290: 42920, 500(0,50040, _50008; -'56111.10174,30282, _ 30307, 3.0638, 301'64- 301 3.30767, 50782,51193, - 51256, 1260:

Picietttisn6sits3024320.-.Poti

Leadlteernliig 01410517.r'LlteriAnte'ltiviei4 42099.LOngi 40819, 41546,,

-42)

LoweKari) 13Mae -to '1.16%4, 40642, 46711,-

Matitt84atin4080, 414,;():,

Measurement Techniques 30339,Medical Evaluation 10914. 22410, 32722,

50282.Medical Research 22191, 31492, 41324,Medical Treatment 22410, 31492, 21171,

32722,'41324, 51260. --

Memory 31964.Mentally Handicapped 10517, 22410,

31235, 42099.Methods Research 10842,,, -Minimally Brain Injured 10573, 10914.

21813, 22189, 22217, 22410,32,2979,-23337, 30120,- 3201 1, 32274, 403S41324, 41757, 418 c9, 5008,', 10168,51260.51316.'

Minority Groups 2)313,Modell 10317, 40371,Mother -Attitudes 40914.-MOtiyitiOff 23445,-40883:Motor Development110573, 22185, 22149;

30430, 40374, 42345, 50098.Multisenaory Learning 50767.Music 50762.1Negative Attittidisr 42909. =Neurologica "Oettalii*- 22191,, 'ytz0i;

22437. 52,32071,-32722i 50282,Notirologlei Organization 10517, 22416.,Neurologioanyi- Handicap

22191, 30320:41839Neurology 22194 2i4loriiisLiicgoi,

30982;41819, 30767, 1.316, -Newell C Kephart' (0517.'-, -'Nonpro(easiow f$0_iiker 40311.Nutrition 32466; 51260:-Operant." CrifiditionIng 422490

Oral R126eading 21333.Orthographic Symbol 10442,-Parent _4"04.40.Patent cn 1p 23 7,,Pared ConnSellni 23 7. .-PareS Eduction 23.38'7.Parent Participation (0914.Parent tole 2338.7, 11423,Pathology 22,19)e_Peet-Re ptions1110`407)Li50/42;Percept alt 10517,- 10761,- 333,-i0320,-

3_19.04. , -Perception feili 30$10, .

Perttptuai DeVelopinent 10517 10761.2185, '22)17; 30430;"; 32706, _406110,,

19:- 41486. = -Perceptual Motor- Coordination 103

2221712417,-_ 23052, 4014;41911fr,'42426,-4204

Perceptual Motor sAttlithil 1 317,10761, _.221 85, 22417A 30,41486, 41914, 42226:109_99.

Per4eotially 'Handicapped 30, 374;40819; 4426, SI 113,

30618, -507631 50999, 311 3, 1236,31219,

Perforaiance- Factors 41839,- 42920,. 3092. $11.91. :;--.--,,

- foff4 A.,0.),(41itlello 82.

rocA g:yeiti- 15-,- ysleal ,e o' n 214-5,AshAleal "digit ,,lb 73: _ .

Ish"r''Vf" ''fro it vi e.ntoieelnetit 40713.VI dici_lbt501/4),--_ , -

kr, el uffin' 1b)11 d.1iTiiii

14:14101 ,. ityL ) 1foth45 ' riff) .42

'PreseltafttialitittoTt _

Priniffi "04-41 -41 ,-421224, 306*,100109,

-21

Problem Solving 42920.Prognostic Tests $4168..Program Atninistration 22540.

04404110ns' 40371, 40374,'419341togram Effectiveness 22344, 30173.,Ogrgn

,

Evaluation 4037I, 40374, 42909,5099 ,

Progtarri Planning 22540.',Pro 'Med inStruction 10609.Pro 0.1 LIFE Language Improvement to

Education 51423Psyc due-glottal PrOtesses.10517,-PsYthOlinguktics 22217, 31235.Psychological I Characteristics

40530,`417571.51316.4,kY0hologicii Evaluatkin 32722,ychologkal Tests 40011.

Psychology '42249,-50767,Paf:t1.000tor'Skillf'10$73, 30430, 50098.PaYthoPhYStelallY 22191.Questionnaires 4290,1

--Reiiding 10609, ,.10842, 22539, 30430,.3o0;-:41480,._50113,

_ -teedinfAhility 40510,'42909, 50638.-Rfiding Clinies 42909., Reading COMprehenslim,50765.-

ReliatDevelopMent 10842.Rea big Diagnosis-30M, 34153,Reading' _Madly., 22469, 22189, 30339,

30355,; 53, :34464,- 30836,- 30982,#215i'..4_4134,-' 41486, 41146,

42099, 42909, 50167 50999; 51081.Reading Failure, 1042,122069,Reading' inttruction 10842 22979.Reading Materials 10842.Reading Presses 2200,Reading Programs 22979.Reading Readiness 10836, 50638,Reading Tests 30339.Referral 22189. -Refoto Class Placement 10914, 22539,

Reinforcement 10609, 22539, 2344$,42249.

Remedial .ostruction 30339, 30464,41371, 40374, 40642. 42099, 42226.

Remedial Programs 30453, 30836, 40769,41914. 50098, 30999.

Remedial Reading 101142, 22189, 30339,3,464, 50999.

Remedial Reading Clinks 10842.Remedial Reading Programs 22189,Reseatclh Methodology 42099, 50507.Research Reviews (Publications) 22191,-

22540, 32466.40044, 50507, 30765.Resource Teachers 22189, 22540, 42226.Retention 40680, 51081,Rosner Perceptual Survey 22185.Rosner Richman Perceptual Survey

22185,Schitophrenia 31233.SchoOl Community Relationship 30836.School SerVices 22540.Screening Tests 10761, 22185, 50168.Second Language Learning 31235.,Secondaty.School Students 42009.Self Concept 40733,SensOry Integration 10761, 22185, 30520,

41914, 50767.Sentery Training 22217, 22437, 41914,Sex Differences 10914, 22217.Siblings $0010.Skin Devtiopment 1057), 10609,Steep P264.Slosson Intelligence Test 22130.Social-Adjustment 50182,Social Characteristics 40685,Social intluencel 51316.Soclally Maladjusted 22185.Socioeconomic influences 32214, 42345.Socicieconomic Status 32274, 30282.Spar e Orientation 10317, 41911.Special.- Classes 10914, 22539.22540,

406115, 41641.Special Programs 10573.Speech Handicaps 40819.

Spelling 30464, 41936.Stanford Achievement Test 23052.Statistical Data 40374, 40685, 50547,

$0767.Student Attitudes 10914, 40884. ,

Student Evaluation 10914, 22217.:Student Teacher Relatkinship 42099.Stddy Skills 23445.Success Factors 406115,Sumnter Programs 40169,Tactual Perception 30520.Task Performance 5009$. -

Teacher Attitudek 10914.Teacher Developed Materials 40884.Teacher E4lucatIon 40371.-Teacher Role 34836, 30863.. ..

Teaching Methods $049, 10761, 10842,22189, 22217, 34464, 41936.

Test Construction 22185.Test Interpretation 40071; 50168, 31259.Test Validity 22130, 22185, 41639, 50174,Testing 42927, 51259.Tests 10513.TeXtbooka_40642, 40884. ,

Theories 32071, 32235, 40044, 41859.Therapy 50098.Thoug1,1 Processes 91642.Time 32706,Training Terlalques 50638,30765.Tutoring 23445, 50782, $1081, 51423.Underachtc'ers 23445, 40044, 40733,

40169,50182,Vane Kindergarten Test 50174.Verbal Ability 22130.Verbal Learning 40680.Vision 42927..Visual Learning 40642, 40680.Visual Perception 10761, 22185, 30520,

42815, 42927, 50638, 50165, 30999,$1193, 51256, 51259.

Visually Handicapped 30430, 42927.Vocabulary 42815.Vocabulary Development 40680.Workshops 40371;

Exceptional Chiid_RiblihriPh;'Series4

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ERIC DOCUMENT REPRODUClON SERVICELEASCO INFORMATION PRODUCTS, INC.

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out notice; however, any price change will be subjectto the approval of the U.S. Office of Education Con.tracting Officer.

2. PAYMENTThe prices set forth herein do not include any

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a.

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