A model of achievement applicable to learning disabled students is presented which comprises entry characteristics, self-efficacy for learning, task engagement variables, and efficacy cues. Research is summarized on effects of social and instructional variables on self-efficacy and achievement behaviors. Self-efficacy appeared to predict student…

Suggestions for teachers who wish to increase academic learning time for learning-disabled students include: reducing transition time; shortening recess or free time; creating more teacher-led instructional groups; teaching more and testing less; increasing teacher questioning; increasing teacher enthusiasm; improving seatwork tasks; giving…

Designed for use by teacher educators, this module provides a framework for examining current practice in training preservice teachers to deal with slow learners in the regular classroom. The focus is on establishing peer and cross-age tutoring programs. A rationale for tutoring is given by describing the relation between academic engaged time and…