This project investigated the effectiveness of using closed-captioned television in the teaching of reading to learning-disabled and hearing-impared students. Seven teachers of learning disabled students, and 45 students ranging in age from 8 to 13 years, from a large Maryland public school system participated in this study. The first two of nine…

The package presents a training approach for increasing test-taking skills of learning disabled (LD) and behaviorally disordered (BD) children along with a research study illustrating the approach's effectiveness with 92 LD or BD elementary students. The approach focuses on such strategies as attending to appropriate stimuli, marking answers…

The two terms reading problems and learning disabilities are not synonymous. Nevertheless, an increasing number of children who have reading problems are being labeled as learning disabled. Given the growing numbers of children failing to become competent readers, the fact that more and more of these children are being identified and treated as…

Forty-two brain injured boys and 42 non brain injured boys (aged 11-6 to 12-6) were tested to determine the effects of increasing amounts of visual and auditory distraction on reading performance. The Stanford Achievement Reading Comprehension Test was administered with three degrees of distraction. The visual distraction consisted of either very…

To explore the possibility that the tendency to cluster during free recall reflects organizational processes that are central to the attainment of certain reading skills, 32 mentally handicapped subjects were asked to recall 20 words from four conceptual categories on four consecutive trials. For one group the words were presented in random order…

Three holistic approaches to reading comprehension instruction for learning-disabled children are described: text-based instruction, explicit comprehension instruction, and a combined model. Following discussion of each model's strengths, weaknesses, and teaching techniques, the combined model is recommended. (Author/JDD)

A major focus in reading difficulty is lack of automaticity in decoding, which overloads the attentional system, leads to the use of small, meaningless visual processing units such as the individual letter, places heavy demands on short-term memory, and interferes with comprehension. Techniques for diagnosis and remediation are noted. (Author/JW)

The purpose of this study was to investigate how reciprocal teaching affected vocabulary acquisition and reading comprehension in four at-risk students in a fourth grade inclusion classroom. A single subject research study method was used to measure the baseline of each student. Subsequently, students were assessed daily after receiving two…

Training to self-monitor reading comprehension was undertaken with 120 learning disabled eighth and ninth graders and normally achieving sixth graders. It was hypothesized that insufficient metacomprehension is one possible cause underlying learning disabled adolescents' comprehension problems. (Author/SEW)

An operant-based corrective reading program was established to study effectiveness of peer tutoring for 69 reading deficient second- to fourth-grade students who were matched on measures of initial reading ability and level of reading retardation and randomly assigned to three groups (peer tutoring only, peer tutoring with home based…

Investigated whether the pseudoword repetition difference between poor and normal readers in the Netherlands could be explained by differences in memory for verbal materials or in familiarity with the composition of verbal materials. Concludes that the pseudoword repetition of poor readers is already operative in early, perceptual states of…

Results from a study to determine whether the effects of repeated readings are comparable for learning-disabled (LD) and nondisabled readers (N=50) indicate that, regardless of classification (LD or nondisabled) or level of functioning (instructional- or mastery-level), repeated readings produced more fluent reading and greater recall. (IAH)

This article discusses case studies of subjects labeled as learning disabled (LD) who have gained a degree of proficiency in a second language. The subjects' performance on written dictations, oral readings, and comprehension after oral and silent reading are compared qualitatively between their first and second language. (60 references) (JL)