In this issue the PMT column will focus on writing and spelling process-based instruction with learning disabled students. Weiner describes in great detail an individualized assessment instrument that employs the students' written production as a means of identifying and remediating learner skill deficits. Gerard and Junkala demonstrate the validity of a process teaching approach using student handwriting problems as a vehicle for determining process components related to pupil failure. Whiting and Jarrico contrast the spelling performance at grade level of students without learning disorders with those of dyslexics. - D.A.S.
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References
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Boder, E., Developmental dyslexia: A diagnostic screening procedure based on three characteristic patterns of reading and spelling. In B.D. Bateman (Ed.), Learning Disorders, Vol. 4. Seattle: Special Child Publications , 1971, pp. 298-342. (a)
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Boder, E., Developmental dyslexia: Prevailing diagnostic concepts and a new diagnostic approach. In H.R. Myklebust (Ed.), Progress in Learning Disabilities, Vol. 2. New York: Grune & Stratton, 1971 , pp. 293-321. (b)
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Boder, E., Developmental dyslexia: A diagnostic approach based on three atypical reading-spelling patterns. Developmental Medicine-and Child Neurology, 1973, 15, 663-687.
