An Investigation of the Effectiveness of Resource Rooms for Children with Specific Learning Disablities

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Abstract
Children screened for presence of neurological impairment were placed in a resource room structure to attempt to alleviate their learning disability. Four teachers constituting four separate approaches and methods were utilized on a tutorial basis so as to emphasize the program structure and not, particularly, the specific techniques. Children were evaluated in reading, spelling, arithmetic, visuo-motor perception and self-perception/body image on a test-retest basis. Favorable significant differences in performance were found in body image/self-perception skills. Thus, the conclusion was drawn that a resource room tutorial plan, without regard to methodology, is an effective and economical means of working with the learning-disabled child.

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