| Abstract: | A psycho-educational test battery was administered to 472 children failing in the elementary grades in a county school system. A study of the information-processing behaviors associated with learning and related to the multiple causes of failure was the purpose of the study. The major premise was that perceptual and cognitive behavioral disability is a more concise basis for the prevention and treatment of school failure than are the numerous theories which are frequently quoted, especially when one considers the individual child.The data showed that children failing do have specific language and perceptual information-processing behavioral problems appearing as receptive, central, and expressive language, auditory perceptual, auditory and visual perceptual memory, and perceptual integrative difficulties. The children did not seem to have perceptual copying, motor, laterality, or directionality difficulties. Teacher ratings and academic achievement did not provide a basis for understanding why failure occurs. |
