In a study that sought to identify the gains in English oral communication skills of Spanish speaking learning disabled students in the elementary schools, the Basic Inventory of Natural Language (BINL) and the Woodcock Language Proficiency Battery (WLPB) were administered to two groups of students aged 8 to 12 years: an experimental group of 20…

This paper describes a project for improving the reading and decoding skills of 23 high school students with reading learning disabilities. The targeted population consisted of high school students in a suburban community in the Midwest. The project used Auditory Discrimination in Depth, which is a multisensory program that develops…

Part of a series focusing on the classroom needs of special students, this book supplements more comprehensive and theoretical treatments of reading instruction with practical classroom teaching strategies. The book is divided into four parts: (1) "Special Reading Needs of Special Learners," with chapters outlining categories of students, with a…

Evaluated was the effectiveness of three training procedures (imitation training, imitation training with praise, and imitation training with points for an art supply contingency) in improving the oral reading accuracy and reading comprehension of a 13-year-old girl whose functional reading was at the second grade level. The procedures were…

Using a counterbalanced order, 34 learning disabled students were given the Peabody Individual Achievement Test and the Woodcock Reading Mastery Tests. When scores in reading recognition and comprehension subtests were compared, Peabody scores were higher, indicating that fewer students were certifiable as learning disabled by Peabody scores than…

Teaching organizational strategies to language-disordered children can improve comprehension and formulation of written language. The semantic organizer approach involves activating and organizing prior knowledge, understanding text structure, and developing organizational strategies with both a verbal component and a graphic-structure component.…

Applied simple difference and regression methods for determining discrepancies between Intelligence Quotient (IQ) and achievement to second- and fifth-grade IQ, reading and math achievement scores. Simple difference discrepancies covaried with IQ and produced disproportionate ethnic representation for both grades in reading and for second graders…

This article provides a description of a planning strategy for the involvement of the learning-disabled adult student. It examines the philosophical approach to planning; characteristics of the learning disabled adult; program planning strategies, involving diagnosis, goals and objectives, modalities and learning procedures; materials and…

This guide was developed with the recognition of the growing need for school districts to provide access to the general education curriculum for students with special needs and to align assistive technology (AT) with performance requirements of the curriculum. The AT solutions presented represent changes in materials and instructional strategies…

Whether text comprehension strategies could be taught to children with poor decoding and reading skills was studied with 428 fourth graders (poor readers) and 167 students from schools for the learning disabled. Clear benefits of training were apparent at posttesting, but maintenance test performance did not show prolonged benefits, suggesting a…

Describes the development of an approach to reading comprehension by teaching 9- and 10-year-old language-disabled and learning-disabled children to think about their thinking. The juxtaposition of reading books and watching videos of the same stories stimulates these children to process written information into a sequence that communicates…

Poor performance on tests of reading comprehension could be the result of weak word-recognition skills, inconsistent attention (ADD), or a combination of the two. Identifying the source of the reading disability (RD) reliably has been difficult because inconsistent attention interferes with reading and weak word recognition skill makes attention…

There is increasingly negative sentiment against IQ-achievement discrepancy as a method to identify children with learning disabilities (LD) and, more broadly, intelligence as an explanation of poor academic performance. The evidence for this latter view was examined by reviewing 13 studies involving 1,542 children who were at risk or reading…

This meta-analysis offers decision-makers research-based guidance for intervening with adolescent struggling readers. The authors outline major implications for practice: (1) Adolescence is not too late to intervene. Interventions do benefit older students; (2) Older students with reading difficulties benefit from interventions focused at both the…

Accessible and user-friendly, this volume presents evidence-based practices for integrating language and literacy knowledge to enhance children's learning in today's standards-based classrooms. While grounded in theory and research, the book focuses on day-to-day concerns in instruction and intervention, identifying models for effective…