Twice-exceptional (2e) learners have often been misunderstood, disciplined, unchallenged, and left behind. Even as awareness of 2e students has grown, educators are still in need of practical tools to recognize and support their twice-exceptional students. This book answers that need, providing teachers with accessible information about…

Social studies instruction in upper elementary school (Grades 3-5) is important for building foundational content knowledge to equip students for the secondary school curriculum. Due to numerous school initiatives and demands on the time of teachers, social studies instruction can play second fiddle to reading and mathematics instruction, which…

Students with strong executive function skills hold the keys to school and social success--from attention and impulse control to time management and organization. Now K-12 teachers have a practical, highly readable guide to enhancing these critical skills for "all" students, with and without learning disabilities. Through the author's memorable…

To overcome anxiety of learning disabled students regarding story problems, teachers should view the approach as a vehicle for developing thinking skills. Removing the speed factor and focusing on process and relationships between data are among ways to promote success with story problems. (CL)

Synectics, the making of analogies, was used with learning disabled high school seniors to provide them with a creative process that aids in developing a deeper understanding of literature. After studying Coleridge's "Rime of the Ancient Mariner," the students completed a six-step process and produced a short writing assignment. (VW)

The article describes the oral interview, a mathematics assessment technique in which the learning disabled adolescent's thinking stragegies are examined. Both efficient and inefficient thinking strategies related to multiplication are discussed, and implications for instruction considered. (Author/CL)

The article reports on the discussion approach for determining the learning disabled student's reasoning in response to a diagnostic test. (PHR)

Presenting highlights from the past decade of East Central Writing Centers Association conferences, this book addresses the questions of how writing conferences foster the development of writing ability and how teachers can give students control of their own writing and of the writing conference and thus promote higher-order thinking. By providing…

A curriculum model in logic is proposed for learning disabled students based on reasoning and content needs. A diagnostic test with probes yields a profile of the child's reasoning ability and pinpoints areas of strengths and weaknesses. Three levels of instruction are provided: thematic concrete, specific concrete, and abstract. (CL)

Attention deficit hyperactivity disorder (ADHD) may arise when key brain circuits do not develop properly, perhaps due to an altered gene or genes. Describes ADHD in detail and introduces a psychological model of ADHD. (ASK)

Writing samples from 21 fourth and fifth grade learning-disabled students illustrate three typical problems. The Cognitive Strategy Instruction in Writing program incorporates strategies for performing the writing process and for enhancing student awareness of the roles of audience and text structure in planning, organizing, writing, editing, and…

Defines learning disabilities and delineates characteristics of learning disabled students. Outlines steps to be taken by college geography departments for students who enroll in introductory-level geography classes. (SLM)

Considers the limitations of treating learning strategy instruction and content-area subject instruction separately from each other. Discusses the challenges facing a closer integration of these two components. Describes a working model for integrating these two forms of instruction. (HB)

The article outlines specific procedures for analyzing student errors and using the information gained as a tool for making appropriate assessment and instructional decisions. (DLS)

Describes a metacognitive strategy that has shown the ability to improve the reading comprehension of poor readers and learning disabled adolescents. (FL)