A comparison of 86 learning-disabled children, aged 7-11, and 86 age-matched controls found that subjects were able to generate fewer alternatives for solving social problems, showed less adaptive assertiveness and tolerance for frustration, exhibited more classroom behavior problems, displayed less personal and social competence, and had more…

Compared two forms of word identification training to promote transfer of learning by dyslexic children. One program taught phonological analysis and blending skills and provided direct instruction of letter-sound correspondences; the other taught the acquisition, use, and monitoring of four metacognitive decoding strategies. Both approaches were…

Comparison of eight-year-old children with attention deficit hyperactivity disorder (ADHD) (n=21), learning disorder (LD) (n=12), or both (n=27) on neuropsychological measures found that ADHD children were impaired in control and inhibition of impulses; children with LD in phonological awareness, verbal memory span, storytelling, and verbal IQ;…

Instruction types and amounts were observed for 30 educably mentally retarded, 30 learning-disabled, 32 emotionally/behaviorally disabled, and 30 nonhandicapped students in grades 2-4. The groups were compared on time allocation, grouping arrangements, student responding, qualitative nature of classroom instruction, and the home learning…

The ability of 78 disabled and nondisabled second, third, and fourth graders to discriminate between syllables that were vowels and syllables beginning with liquid and plosive consonants was studied. The results suggest that children with reading disabilities experience a deficit in processing phonemic information within syllables. (SLD)

High school students with learning disabilities (LD), low achievement, or average achievement responded, several times daily, to questions concerning levels of affect, activation, cognitive efficiency, self-esteem, motivation, and feedback from others. LD students reported feeling more positive and active than the other groups during school hours;…

Compared effects of a computer-assisted remedial reading program providing speech-supported reading in context with or without explicit phonological training. Found that phonologically trained second to fifth graders gained more in phonological skills and untimed word reading than untrained children. Children with more contextual reading gained…

This study presents a longitudinal examination of the development of reading and reading-related skills of 22 Grade 4 children identified as having reading disabilities (RD) who had been followed since kindergarten. The analyses were conducted to investigate the patterns of emergence of RD as well as reading ability and risk status across the 5…

The purpose of this study was to implement differentiated and peer-mediated instruction to determine if these instructional interventions were successful in preparing students with disabilities for state standardized tests. In addition, this study identified how exceptional needs learners responded to techniques utilized during differentiated and…

Behavioural and emotional problems occur more frequently in children with learning problems than in a cross-section of the general population, both at home and at school. While behaviour problems reportedly are a key obstructive factor impeding inclusive education, children with both behavioural and learning disabilities carry a high risk of…

This investigation examined whether articulation problems represent a more pervasive linguistic or cognitive disability and whether a genetic component exists, by following up a longitudinal articulation study of 394 normally developing children begun in 1960. A group of 24 individuals, aged 31-33, who had participated in the original study and…

To compare the effect of remedial reading instruction over time on reading error patterns of at risk readers further classified as "learning disabled" (LD) with non-LD failing readers, a study examined 60 randomly selected children from a population of low achieving first graders in urban, suburban, and rural elementary schools…

A study examined cognitive disorders and syntactical deficiencies in the inmate populations of federal penitentiaries in Canada. The focus of the study was on the relationship between language development and cognitive ability. During the study, a total of 240 inmates from prisons throughout Canada were given hour-long interviews in which they…

A study compared the performance of 12 reading disabled and 15 normally achieving third grade students and 11 normally achieving first grade students on a variety of measures at different levels of language and reading in order to examine several macro models of reading disability--specifically, the general language, rule abstraction, and speed of…

A study was conducted to investigate parental belief systems and parental childrearing practices relative to the intellectual development of their communication-handicapped preschool children. Consideration was given to the context of family size and ordinal position of the communication-handicapped child. A total of 60 two-parent families with…