Search

The author insists on the necessity to set the learning disabilities of written language in the frame of the child's personality and of the family and school environment. A therapeutical intervening which would not take these data into consideration risks to "crystallise" the parents in an attitude which excludes the coming to them of their responsibilities in the child's difficulties.

Using a BAB design, a token system requiring cooperative interaction was used to change the reading and vocabulary performance of an 18-member class of third-grade hyperactive boys. Four different colored tokens, which could be exchanged for 15 minutes of play on electrovideo games, were earned by successful completion of two tasks that involved learning to read and to use new vocabulary words in sentences, and two tasks in which the student served as a proctor to a student who had not yet completed those tasks. The mean number of tasks completed during the intervention periods rose to over nine times the number completed during reversal. Additionally, the average completion rate for the school district's standardized weekly reading level examinations rose from four to eight fold during the token conditions. All 18 students responded to the token program by increasing their academic performance.

Dyslexic students are applying for admission to medical school. In most cases they have worked hard in college, and their credentials are good (with the likely exception of a low score on Skills Analysis--Reading on the Medical College Admissions Test). In the past a number of well known dyslexics have made substantial contributions in various disciplines, including a few in medicine. Without appropriate assistance, many dyslexic students will be unable to compete successfully and to complete medical school. With appropriate assistance, however, they can complete medical school and become competent, creative professionals. Dyslexic medical students must be held to the same standards expected of other students. In our experience they require only (1) assistance with study skills, (2) limited academic tutoring in some courses, (3) extended time on written examinations, and (4) separate rooms for written examinations to avoid distractions. These special considerations on examinations are also allowed by the National Board of Medical Examiners.

A cross-age peer tutoring programme in reading is described in which three underachieving 10- to 11-year-old students tutored three underachieving 6- to 8-year-old students. The programme, a modification of the 'paired-reading' technique of Morgan and Lyon, involved both concurrent modelling of correct reading and praise for reading independently by peer tutors. When given general instructions to help, tutors did provide some assistance, but specific training was necessary before appropriate tutoring behaviours were used. Both tutees showed marked improvements in oral reading and comprehension on classroom exercises and standardised reading tests.

The implications of the frequent overlap between reading and behavioural disorders in childhood are explored using follow-up findings on the secondary school progress and early work histories of four groups of boys, with an without reading retardation, and with and without behavioural disturbance. While the prognosis for the majority of the retarded readers appeared poor, certain particular features-high rates of early school leaving, unstable work records and especially depressed skill levels-characterized those with associated behavioural problems. The importance of separating out the effects of additional associated disorders and disadvantages in assessing the long-term prognosis for children with learning problems is discussed.