Twenty-eight learning disabled children, 6 1/2 years of age, who lacked skills and maturity for first grade placement, were tested randomly, assigned to groups, and trained either in a sequence of activities to improve grouping and memory strategies (experimentals) or in a specialized program of art experiences (controls). (MC)

This study compared the effectiveness of 3 procedures for teaching 62 elementary students with learning disabilities to identify the correct algorithm in solving addition and subtraction word problems. The group receiving strategy teaching and sequencing practice problems and the group receiving strategy teaching only scored higher than…