Learning disabled students demonstrate serious problems in developing written language facility. Although written expression is one of seven aspects of achievement specified in the federal guidelines for identification of learning disabled students, measurement of written language development is quite complex. The search for a single, sensitive index of written language development is compounded by the synergistic nature of written language and the influence of contrived formats used in assessment. Syntax and vocabulary are frequently employed in research on written language development. Thus, the minimal terminable unit (T-unit) and the type/token ratio have been used as indices of syntactic and vocabulary development in analyzing samples of students' written language. Recently, computer technology has permitted the use of more complex measures of syntactic density and vocabulary intensity. The purpose of this study was to compare the written language development of learning disabled and non-learning disabled students at four age levels on measures of syntactic and vocabulary development. Implications for measurement and research are discussed.
Social integration, one aspect of mainstreaming, has become an increasing concern with educators working with learning disabled students. Previous results generally have indicated a low peer status for learning disabled students. The purpose of this study was to compare the peer status of learning disabled children served in mainstream programs with their nonlearning disabled peers and to explore (1) the relationship of teacher preference and social status among children, and (2) the accuracy of self-appraisal of social status among learning disabled and nonlearning disabled students. Findings concerned with peer status were similar to previous research. In addition, learning disabled students were found to be less preferred by teachers. A significant relationship between teacher preference and social status was observed in 78% of the classrooms. Results for self-appraisal of social status were somewhat different from previous research. Implications for research, curriculum, and teacher education are discussed.
A case is reported of a juvenile variant of the rare, testicular granulosa cell (sex cord-stromal) tumor in a fetus. The variant has been reported in the ovary but not in the testis. Sex cord-stromal tumors in general have not been reported in fetal testes.
Learning disabilities In mathematics have received relatively little attention despite the social relevance of basic arithmetic ability. Early theories of mathematics disability viewed visuospatial and visuomotor skills as critical. This study examines verbal skills in addition and finds them to be equally important. - G.M.S.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.