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The article, the sixth in a series discussing specific tests of the Detroit Tests of Learning Aptitude (DTLA), deals with verbal opposites (word meanings in isolation) and verbal absurdities (word meanings in context). (DLS)

The authors discuss ways to graph and view the performance of learning disabled (LD) students on the Detroit Test of Learning Aptitude (DTLA). Analysis of level and spread of scores as well as of the types of errors are described. A remediation approach is then developed based on individual strengths and weaknesses. (CL)

The article (Part 2 of a series) discusses the Auditory Attention Span for Unrelated Words and the Visual Attention Span for Objects subtests of the Detroit Tests of Learning Aptitude. Skills measured and related factors influencing performance are among aspects considered. Suggestions for remediating deficits and capitalizing on strengths are provided. (For related material, see EJ 192 488.) (PHR)

The article discusses two subtests of the Detroit Tests of Learning Aptitude: the Disarranged Pictures subtest which measures visual perception, and Memory for Designs, which assesses recall and reproduction of abstract visual presentation. Diagnostic and prescriptive considerations are reviewed. (CL)

"The Fragile Child" is one of a series of pamphlets which have been used by professionals who wish to give the parent a feeling of the nature and effect of the specific disability of their child. This article attempts to present the feelings and problems of the child with a language disability which are concomitant with a fragile ego. [ABSTRACT FROM AUTHOR]

In the Winter 1973-74 issue of Academic Therapy, in this column, appeared an article by Sandra Felton, entitled “A Multiplication Process.” Not long ago, we received a letter from Mrs. Roslyn W. Rusinow, who feels that some additional comments are in order. Sandra Felton's response also follows. [ABSTRACT FROM PUBLISHER]