Describes how modeling, guided practice in controlled materials, monitoring and corrective feedback, and independent practice were used to teach contractions to six low-performing second graders, including a child with learning disabilities. Planning and implementation of the lessons are described and a sample lesson plan is provided. (CR)

Describes 11 spelling strategies for students with mild disabilities that enhance student motivation and can be used to reinforce existing spelling curriculums with no additional materials. Some of the modifications include stressing the relevance of spelling; implementing test-teach and test-correction methods; using an analogy strategy; and…

Reasons to use students as tutors to teach mathematics to students with specific learning disabilities are discussed. Descriptions of types of tutoring and training procedures for tutors are included. A guide for implementing math peer tutoring is provided, including procedures for getting ready, running the program, and enrichment and extension.…

Describes ways in which general mathematics instruction for students with learning disabilities can focus on math skills needed in daily life in the home, community, and on the job. A table charts the math skills needed for specific life demands. Also addresses life-skills math in the context of reform and curricular considerations. (DB)

This article discusses the benefits of using a combined model of academic instruction that includes both explicit and strategic instructional procedures for teaching students with mathematics learning disabilities. It presents an overview of division instruction and interventions for teaching division that include explicit and strategic…

Considers how expressive written language is considered one of the most difficult areas of academic achievement for children, especially those with learning disabilities. Discusses two narrative writing models: the story frame and the story pyramid. (SG)

Suggests that few teachers understand the debilitating effect that social skill deficits have on a child's daily life. Notes that instructional strategies such as cooperative learning groups and social stories can help children improve their social behavior. Encourages all educators not only to emphasize academics, but also to seize any…

Strategies are presented for dealing with factors that can be responsible for failure in mathematical problem solving. The suggestions include personalization of verbal problems, thematic strands based on student interests, visual representation, a laboratory approach, and paraphrasing. (JDD)

This article describes the concept and varieties of mnemonic instruction and how mnemonics interacts with the specific learning characteristics of learning-disabled students. The effectiveness of the techniques, as reported in research studies, is described. Implications for classroom instruction and further research are provided. (DB)

The strategies instructional approach developed at the University of Kansas Institute for Research in Learning Disabilities is described. The approach teaches students strategies in the academic, social, motivational, and executive functioning areas that will enable students to meet content learning demands and modifies instructional environments…

A spelling program was devised for learning-disabled students, using elements from "Signs for Sounds," the Cloze method, and "Auditory Discrimination In-Depth." Day-by-day use of the program involves drawing word pictures, spelling the words with tiles and blocks, writing on the board, using the words in written sentences, spelling bees, etc. (JDD)

Twelve teaching strategies are suggested to help learning-disabled students learn to evaluate their writing skills. Checklists for scoring writing samples and for self-evaluation are included. (DB)

Four alternative strategies to enhance learning-disabled students' learning and improve their self-concept include creative writing, peer tutoring, creative teaching, and behavior modification. (DB)

A literature-based cognitive developmental approach to learning and instruction in mainstreamed settings is presented. The approach considers children with learning disabilities to be ineffective and inactive learners, and focuses on addressing learning skills for all children and emphasizing mutual support and communication within the classroom.…

Individualized self-monitoring checklists were developed for 3 learning-disabled students, aged 10-13; students followed the checklists as they completed their subtraction assignments. The procedures produced immediate gains in correct responding; when the checklists were removed and the previous incentives condition was reinstated, continued…