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,…

The importance of word decoding in accounting for individual differences in reading comprehension is discussed. Research on individual differences in the cognitive processes that mediate word decoding is reviewed. (Author)

The study investigated organized strategies and self-checking behaviors in selecting retrieval cues in gifted, normal achieving, and learning disabled (LD) children (grades 5 through 7). The results indicated that, compared to the others, LD children lacked self-checking skills. (Author/SB)

Among findings were that as reading proficiency increased, ability to use graphic information increased considerably, although not significantly; and low readers were least efficient in their use of grammatical form class cues, with their errors more often than not being of a different form class. (SBH)

Analysis of errors by more than 300 kindergarten children on the Boehm Test of Basic Concepts suggested seven cognitive factors that appear to be involved, including complexity of directions, deficits in spatial perception, and inadequate auditory memory for sentences. (CL)

Provided are a set of principles to aid teachers of preschool or primary grade handicapped children in asking questions which are derived from an analysis of the child's natural mode of thinking. (DB)

This study examined cognitive correlates of social perception in 32 learning-disabled elementary students. Three subtests of the Wechsler Intelligence Scale for Children-Revised and the Profile of Nonverbal Sensitivity were used as measures. Subtests for Picture Arrangement and Comprehension seemed to have an inherent relation to social perceptual…

Fourteen Dutch children with dyslexia were compared with controls on automatic processing under a dual task (motor balance task and auditory choice task) model. Results indicated the dyslexic group was more impaired in the dual task condition than in the single task condition, compared with controls. Findings support the automatization deficit…

Analyzes how cognitive psychology defines and treats dyslexia. Shows how behaviorism and connectionism can function as supplements in areas in which cognitive psychology has displayed weaknesses and limitations. Characteristics of cognitive psychology, cognitive treatment, and behavioristic and connectionistic treatment are discussed. (CR)

The article outlines an approach to memory remediation that attempts to teach memory-impaired patients domain-specific knowledge relevant to their everyday functioning. Studies support the use of a training technique, the method of vanishing cues, in the successful generalization to the workplace of knowledge acquired in the laboratory. (DB)

Comparison of 30 learning disabled (LD) children, ages 7 to 13, and controls on a computerized test of attentional skills indicated LD subjects committed more omission errors and responded at a slower rate but did not differ from the controls on commission errors, suggesting inefficient allocation of processing resources rather than attentional…

Moderately and severely learning disabled boys were evaluated in terms of constructs of reflection-impulsivity and field dependence-independence, which concerns cognitive style and whether one is able to perceive and utilize discrete elements of his perceptual field. (KW)

The article reviews the controversy over the information processing model as an approach to diagnosing and remediating learning disabled students. The Slingerland Screening Tests are suggested as an alternative tool for examining information processing skills. Advantages of the test include direct application to classroom tasks. (Author/CL)

The effect of focused or preorganized instruction on the mental operations of 64 learning disabled (LD) children (8 to 12 years old) was examined. Results indicated focused instruction had a positive effect on cognitive functioning. (Author)

This brief introduction to E. Jan Kappers' article "Outpatient Treatment of Dyslexia through Stimulation of the Cerebral Hemispheres" reviews the lifetime work of Kappers in the field of dyslexia. (CR)