Titlebook: Learning Disabilities; Nature, Theory, and Nirbhay N. Singh,Ivan L. Beale Book 1992 Springer-Verlag New York, Inc. 1992 Lernbehindertes Ki

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Kathryn G. Karsh,Alan C. Reppsections provide detailed information on the different imaging modalities: transanal and transperineal ultrasound, contrast-enhanced MRI, and CT. Techniques, diagnostic accuracy, common and unusual disease patterns, artifacts, and pitfalls are clearly presented..978-88-470-3916-2978-88-470-2847-0

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The Inactive Learner Hypothesis: Myth or Reality?ervations that learning disabled students are ineffective in planning, problem representation, self-monitoring, and approaching the task in an organized fashion (Hallahan & Bryan, 1981; Torgesen, 1982). Learning disabled students are not only less efficient in problem solving per se, but they are al

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Book 1992ility to function, and not as some chimerical entity defined by an ever-changing political situation. Perceptual, memory, attention, linguistic, social, cognitive and neuropsychological factors are an integral part of LD. By mapping out in great detail and with much new data the acquired knowledge o

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An Alternative to the Food Processor Approach to Subtypes of Learning Disabilitiesse children. Most articles on learning disabled children do not categorize them into subtypes but treat them as one unitary group. Educational placements and discussions of children with learning disabilities also do not attempt to categorize individuals on the basis of their type of learning disability.

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