This issue of PMT focuses on identification and remediation strategies for children with academic achievement difficulties. Vernon, Coley, and Dubois describe the results from a study using sign language and the manual alphabet to improve spelling skills of learning disabled children. Stein and Goldman compare the effects of DISTAR's operant model of reading instruction with an assumed cognitive approach of impacting reading by using the Palo Alto Reading Program. Van Camp describes the development and administration of a test designed to assess the auditory attending skills of beginning readers. — D.A.S.
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