The paper reviews research which presents evidence that learning disabled (LD) children, like other groups that show performance deficiencies, do not spontaneously employ appropriate goal directed task strategies in many situations. (Author/PHR)

Three curricular approaches to spelling instruction are discussed: whole word; phonemic; and morphemic. Sameness analysis is used to indicate the theoretical potential of each approach for helping students with learning disabilities to achieve generalization in their spelling, and the influence of generalization upon retention and transfer is…