Teachers and parents completed the Adaptive Behavior Scale-School Edition and the Adaptive Behavior Inventory for Children, and 57 mildly retarded and slow-learning students completed the Children's Adaptive Behavior Scale. Results indicated higher ratings for the slow-learner group on all three measures. Parents rated students higher than did…

A followup of 42 disabled men 30 years after they left a a special school in Britain is described in terms of reading ability, employment, earnings, economic status, offspring, homes, law conformity, and social participation. Characteristics of the three most and least successful Ss are contrasted. (CL)

From published data on the Wechsler subtest performance of mild and borderline mentally retarded persons, 4,304 protocols from 4,004 individuals were collated and their subtest patterns on other Wechsler instruments were compared. Results indicate that mildly retarded groups tend to score lower on subtests that better measure general intelligence.…

Discusses a study of secondary education for slow learners. Includes discussion of program organization, identification of slow learners, teacher selection, and curriculum. (JOW)

The study applied a standard-score and regression-analysis procedure to achievement-potential discrepancy data for new learning disability placements of about 90 (LD) learning disabled students. Results indicated that only two-thirds of the initially placed students exhibited a severe discrepancy suggesting the frequent placement of slow learners…

Results showed gross differences between low and average IQ Ss on a number of variables. The regression results, however, indicated that the determinants of career attainment had similar effects among low and average IQ Ss, and that status attainment theory applied equally well to the two groups. (Author/DLS)

The study found low to moderate correlations between cognitive and play measures for over 200 preschool children classified as mildly retarded, moderately retarded, borderline, and language disordered. Retarded and borderline groups achieved similar mental ages on both measures while language disordered and atypical groups demonstrated marked…

Aspects of intellectual function were investigated in a school age sample of 17 Fragile X individuals, employing the Wechsler Intelligence Scale for Children (Revised). The general ability of the sample was substantially below normative average because of the significantly poorer performance by males than females. (Author/DB)

Naming speed skills of 45 dyslexic children (mean ages=8, 13, and 17) and slow learning children (mean age=10) were compared with those of normally achieving children. Results indicated that children with dyslexia and slow learners have persistent and severe problems in naming speed for all stimuli, regardless of whether the stimulus requires…

This study investigated the ability of learning disabled, slow learning, and average children (N=39) to adapt learning strategies to different stimulus demands in small group learning situations. Findings demonstrated distinctly different patterns of strategy usage in each diagnostic category; all three groups were able to differentiate among…

The study with noninstitutionalized organic and familial mentally retarded and borderline mentally retarded children (N=79) at 2 chronological age levels (mean ages 7 and 10) found no age differences in imitation behaviors in the organic low IQ group and more absolute imitation and recall behaviors in familial low IQ children. (Author/DB)

In the Distar (Direct Instructional System for Teaching) reading program developed for inner city children, the fundamental assumption of the program's designers is that disadvantaged children lack certain basic language skills, information and behavioral patterns, which prevent them from mastering the reading process. This paper focuses upon the…

This study compared scores of blind, deaf, and non-handicapped high school students on the Rational Behavior Inventory. An analysis of variance yielded no significant differences among scores of the three groups. Regular class students achieved significantly higher scores, indicating greater rationality, than subjects from classes for slow…

The present study is a replication of a Lahey and Drabman study (1974) which investigated the effects of contingent versus noncontingent reinforcement on the learning of sight words. The subjects in this study were 14 Kamehameha Early Education Program (KEEP) students who composed the lowest reading group in a combined first-second grade…

This study was conducted to investigate the comparative effects of homogeneous versus heterogeneous ability grouping on the reading achievement of slow learners in the first two elementary grades. Pretest and posttest scores obtained on the Metropolitan Reading Readiness Tests indicated that the type of grouping had no effect on the reading…