Bill Watson

Empirically Derived Subgroups of Learning Disabled Readers Diagnostic Characteristics

A cluster analysis procedure was used to identify subgroups of children who manifested specific learning disabilities in reading (SLD/R) in terms of performance on a battery of eight language and perceptual tests. Subjects included a group of 100 SLD/R children and 50 normal readers (NR). Six SLD/R subgroups were identified. All subgroups were both significantly different from one another as well as significantly different from the NR groups performance on the diagnostic battery. In addition, some significant differences were found among the six subgroups on measures of oral reading and reading comprehension skills. These results were compared with those of previous studies, none of which employed samples of the SLD/R youngsters identified in public schools. Results also were examined for their implications for a more precise match between the SLD/R learner characteristics and type of teaching method or material.

Selected linguistic and perceptual abilities of empirically derived subgroups of learning disabled readers

Abstract A battery of eight linguistic and perceptual tests chosen because of their use in previous research and in the public schools was administered to 100 school-verified verified learning disabled readers (LDR) and 50 normal readers (NR) matched for age and IQ. Standard scores, derived from a comparison of each LDR childs score with the NR groups performance on each diagnostic measure, were cluster analyzed to identify subgroups within the LDR group. Six LDR subgroups were found. Multivariate analysis of variance and discriminant analysis indicated that all LDR subgroups were significantly different from one another as well as significantly different from the NR groups performance on the diagnostic battery. In addition, significant differences were found among the six LDR subgroups on measures of oral reading, reading comprehension, and spelling skills. However, the six groups did not differ with respect to family history variables and the attainment of developmental milestones. These results were compared with those of previous studies and were examined for their implications for a more precise match between LDR learner characteristics and type of teaching method and/or materials.

Dimensional Salience and Short-Term Memory Recognition in Mentally Retarded Children

The purpose of this investigation was to test the a priori assumption that three-dimensional materials facilitate short-term memory recognition in 10 educable mentally retarded children. Measures from signal detection theory were used to differentiate between strength of memory and response bias. Significantly better recognition was found with three-dimensional material than two-dimensional representations. Primacy and recency effects, as well as a response bias for middle positions, were found in both treatment conditions. Present findings support Haltoms (1970) hierarchy of stimulus salience.

Programs, materials, and techniques Career Educational Materials for the Learning Disabled

High school counselors expend much effort assisting students in planning for their futures. Teachers present career and vocational units, take students on field trips, bring in guest speakers, and provide reading material about various occupations. When the pupil who is considering career planning also has a learning disability, the teacher and counselor must even more carefully plot exploration of possible jobs — in the elementary school curriculum as well as at the secondary level. Part of our efforts should also be directed toward earlier introduction of vocational information into the school curriculum. The last few years have, in fact, seen a move toward earlier introduction of career awareness activities and exploration of the world of work. This development seems a positive step in the direction of lessening the “I graduate in May, what am I going to do now?” problem. This column does not attempt to address itself to the current issue of whether the major emphasis in secondary programming should be on basic skills, with career education as a subunit, or on a career education as the primary teaching goal. We do feel, however, that career awareness must be at least a part of the total curriculum for the learning disabled student. Further, many varied, and careful opportunities for exploring career possibilities will more likely result in job selections which will minimize the effect of various learning disabilities in individual students. We have included examples of career awareness, career exploration, and planning materials. Materials for young children are reviewed here, as well as materials suitable for secondary programming. We have also included materials in a variety of formats. — C.V.E., B.W.

Programs, materials, and techniques A Model for a Middle-School Resource Room

In general, the learning disabled youngster in the middle school experiences the same developmental stresses that his more untroubled peers experience, but many times his reactions to these stresses are more severe and intense. Previous years of defeat in classroom learning have a cumulative effect, and self-concept may have suffered as a result of not being effectively attended to in the school environment. Therefore, adolescents with learning difficulties often need strong adult support if they are to perceive the school setting as a personalized and meaningful place for learning. The resource room is one vehicle that may provide such assistance.

Programs, materials, and techniques Service: A Priority with the National Center on Educational Media and Materials for the Handicapped

Presented here are some of the ways in which the National Center on Educational Media and Materials for the Handicapped (NCEMMH) can provide services to the teachers of the handicapped and developers of educational materials. The article describes the role of NCEMMH in providing media, material, and support services to aid in the education of the handicapped, and reports on NCEMMH products that may be of interest to workers in the learning disabilities field.Presented here are some of the ways in which the National Center on Educational Media and Materials for the Handicapped (NCEMMH) can provide services to the teachers of the handicapped and developers of educational materials. The article describes the role of NCEMMH in providing media, material, and support services to aid in the education of the handicapped, and reports on NCEMMH products that may be of interest to workers in the learning disabilities field.

Programs, Materials, and Techniques: Reading Material for the Secondary School Student

Selecting appropriate reading materials for secondary school students with impaired reading ability requires a teacher who is keenly attuned to both interest and reading level of students. Finding suitable material for the 16-yearold who is reading at the secondor third-grade level is a challenge; options are greater for students with at least fourth-grade reading ability. Several materials address the interest level of

A Potpourri of Materials — Cognitive Development, Problem Solving, and Culture Study

In the almost two years that we have been writing this column, we have not prepared a general column that would review a wide variety of new materials. Though we have reported on many materials as a part of specific columns, we have received many other materials that do not necessarily fit into a specific content or subject area. This month we should like to offer a wide-ranging sampling of materials that publishers have sent us for review. We should also like to take this opportunity to thank those publishers who responded to our general request for materials, as well as those who responded to phone requests for specific materials. We appreciate their continued support.—C.V.E., B.W.

Improving Motor Abilities

Many professionals in the field of learning disabilities talk about the need for motor training as a part of the total remedial process. We hear and read such terms as sensorimotor training or perceptual-motor training and other combinations. At present, our field remains divided in opinion as to whether motor training under any name contributes directly to improved academic functioning. It is not our intent to debate the issue. We do believe, however, that there are learning disabled children who exhibit severe motor dysfunction along with their academic disabilities. Whether there is a direct link between instruction in motor ability and improved academic functioning hardly seems the crucial question. The 10- or 12-year-old child who has such a motor impairment that he is unable to participate in group activities has a real problem, no matter what academic abilities or disabilities he may possess. This month we review a variety of resources that might be used in developing programs to improve motor abilities. The materials range from a comprehensive teaching and management program to several other materials with a more limited scope. At present, motor training materials are often considered frills to be bought if there is a little money left over at the end of the year. The editors hope such materials become a more common purchase in the future. — C.V.E., B.W.