Explains how a hermit crab, the classroom pet for a class of learning disabled elementary level students, stimulated various writing-related activities, including categorizing, information gathering, and poetry writing. (MM)

Students with learning disabilities and behavior problems need instruction designed to increase active thinking and questioning skills. Described methods for teaching these skills include T. Raphael's question-answer relationships, A. Hahn's questioning strategy, reciprocal teaching, and the "ReQuest" procedure. Practice activities for…

A systematic search of academic intervention research with students with learning disabilities published from 1978 through 1987 in eight major special education journals revealed that academic intervention with this population has received scant attention. Under- and unresearched areas are also identified. (Author/MSE)

Describes six remedial activities that teachers can use to help their learning-disabled students improve their handwriting. Provides a rationale and a step-by-step example to illustrate how to carry out each activity. (MS)

This article presents an interactive model for teaching content area concepts to secondary students with reading/learning disabilities. It offers procedures for activating student background knowledge and for assisting students in developing the relationships among concepts that are critical for concept evaluation, synthesis, and application.…

The study designed and validated an instructional sequence to promote the generalization of learning strategies to improve written expression acquired in remedial settings to mainstream settings. The article delineates elements necessary to promote generalization of skills with learning disabled populations. (Author/DB)

Students with learning disabilities can learn strategies to improve their organizational and time management skills. Antecedent strategies, which set the occasion for students to become more organized, include assignment logs/charts, work stations, color coding materials, timers, and guided notes. Consequence strategies include reinforcement,…

The application of academic teaching techniques in a mainstream secondary school vocational-technical classroom was assessed, along with implications for students with learning disabilities. The techniques involved daily reviews of the previous lesson, probes for understanding through questioning, student demonstrations, and self-monitoring…

Finds significant differences in spelling practices and in goals of reading programs between French- and English-speaking teachers of learning-disabled students in Ontario, Canada. (SR)

Interactive Semantic Mapping is presented as an interactive instructional strategy developed from multiple theoretical bases to aid reading comprehension in students with learning disabilities. It involves students in predicting relationships among concepts and sharing knowledge to facilitate comprehension of text-related concepts. This article…

This commentary on Edwin Ellis' model of integrative strategy instruction for use with students with learning disabilities argues the need for systematic investigations of the multiple facets of the program. The ISI model is examined in terms of the eight principles of strategy instruction outlined by H.L. Swanson. (JDD)

This commentary on Edwin Ellis' model of integrative strategy instruction for students with learning disabilities points out that the model holds considerable promise. However, the model necessitates that teachers be trained to assess student cognition using multiple methods and that content area teachers think in new ways about their instruction…

This study evaluated the effectiveness of the constant time delay procedure, while comparing the efficiency of using teacher-selected and student-selected material prompts, in teaching multiplication facts to 4 male students with learning disabilities (ages 9 to 13). Results indicated that the time delay procedure was most efficient when students…

Techniques for using a terrarium to teach principles of environmental science and environmental awareness to mildly retarded, learning-disabled, or gifted students are suggested. Environmental cycles (water, respiration, photosynthesis), appropriate plants, and terrarium construction and care are covered. (DB)

Discusses the definition of cooperative learning; cooperative-learning groups and learning disabilities; cooperative-learning methods used in reading and in writing; and perspectives on cooperative-learning groups. (RS)