This study investigated the role of strategy instruction and working memory capacity (WMC) on word problem solving accuracy in children with (n = 100) and without (n = 92) math difficulties (MD). Within classrooms, children in Grades 2 and 3 were randomly assigned to one of four treatment conditions: verbal-only strategies (e.g., underlining…

The purpose of the study was to investigate the metacognitive abilities of students with LD as they engage in math problem solving and to determine processing differences between these students and their low- and average-achieving peers (n = 73). Students thought out loud as they solved three math problems of increasing difficulty. Protocols were…

The study compared ten hyperactive learning disabled (HLD) children and 10 nonhyperactive learning disabled (NHLD) children with normal children. Results indicated that both HLD and NHLD third and fourth grade children process information significantly less efficiently than nonLD children. HLD children could be differentiated from NHLD children on…

The relationship between cognitive strategy and theoretical constructs associated with cognitive style, cognitive behavior modification, and metacognition, particularly regarding the education of learning disabled students, is examined. Future research directions, including the relationship between a tactual repertoire and metacognitive status,…

This study investigated the ability of learning disabled, slow learning, and average children (N=39) to adapt learning strategies to different stimulus demands in small group learning situations. Findings demonstrated distinctly different patterns of strategy usage in each diagnostic category; all three groups were able to differentiate among…

Effects of high activity level and cognitive impulsivity on the production of relevant, task-directed verbalizations were examined in a group of 90 second graders. Impulsivity-reflectivity was related to the production of both spontaneous and induced on-task verbalizations, but high activity level ratings were not. (Author/CL)

The article provides an overview of a special topical issue on information processing as it relates to learning disabilities. Components of information processing theory are described, a model of information processing is presented, and subsequent articles in the special issue are summarized. (JW)

The article describes the triarchic theory of human intelligence, which is composed of three subtheories: componential, experiential, and contextual. Deficient cognitive strategies and inadequate knowledge in certain domains may result from the inability of the learning disabled to selectively encode, compare, and combine information, or from an…