This article reports on a reading comprehension instructional technique which uses reciprocal-like teaching formats in groups and semantic mapping to make text structures apparent. The procedure significantly affected recall of expository ideas and knowledge of comprehension strategies with 28 intermediate grade students with learning…

Examined how contextual variables affect types of instructional adaptations teachers propose for students experiencing academic failure. Within academic areas (reading or mathematics), teachers (n=76) were assigned randomly to three idea generation formats: oral independent, written independent, and assisted with ideas for potential solutions.…

Offers an instructional model for teaching several metacognitive strategies which have been shown to improve reading comprehension in students with learning and reading disabilities. Techniques cover summarizing expository text, comprehending story structure, self-questioning, and text lookbacks and question-answer relationships. (DB)

Discusses the difficulties many students with learning and attention-related disabilities have in dealing with classroom transitions. Short case studies are provided to show how behavior problems escalate when effective teaching methods are not utilized to ease transitions, and several transition techniques are suggested. (Author/CR)

This multiple baseline study investigated the effectiveness of direct instruction of an advanced story-map procedure on the reading comprehension performance of six middle school students with learning disabilities (LD). Results indicated an increase in story grammar and basal comprehension performance generalization to a novel passage, and…

Survey data from 471 community-technical college faculty indicated they were willing to use instructor-centered strategies (initiated by faculty and related to teaching methods) to accommodate students with learning disabilities. Accommodations in evaluation and collaborative methods such as mentoring and team teaching were used less frequently.…

Addresses practical concerns about teaching students with Attention Deficit Hyperactivity Disorder (ADHD), explaining what it is, how it is diagnosed, what it looks like in the classroom, how to address the symptoms of ADHD through direct classroom instruction, and how to help parents of children with ADHD. (DSK)

A study examined the combined effects of class wide instruction on performance assessment tasks and problem solving instruction in ad hoc tutoring in mathematics on six students with learning disabilities. The two interventions led to demonstrable differences over time when compared to students who did not receive this kind of instruction.…

This paper examines instructional processes in two seventh-grade science classes and describes three components of general education middle school content classrooms (curriculum, verbal presentations during instruction, and assessed performance outcomes). It concludes that these three components need to be aligned for the successful inclusion of…

This article briefly summarizes what is known about how phonological awareness fits into the beginning reading process and effective methods for teaching phonological awareness. Special difficulties with phonological awareness of children with learning disabilities or from culturally diverse backgrounds are noted. (DB)

A survey of intervention articles published in major learning disabilities journals over the past 5 years found only 18.5 percent of these studies measured the integrity with which treatments were implemented, thus casting doubt on treatment effectiveness. This article discusses treatment integrity logic, threats to experimental validity without…

This article discusses the development and uses of a cross-content learning strategy: Read, Imagine, Decide, and Do (RIDD) and suggests ways to incorporate the strategy into instruction for students with learning disabilities. Examples apply the strategy to the solution of math word problems. (Contains 10 references.) (DB)

This study examined the effectiveness of reciprocal teaching during social studies instruction with several students with learning disabilities in inclusive classrooms (grades 4-6). Results indicated that all students improved their performance on comprehension measures and students with learning disabilities significantly improved their ability…

Examines how changes in the nature of text, brought about by its electronic representation, will increasingly affect the circumstances of struggling readers. Argues that the textual transformation now in progress holds great promise for such readers. Discusses the emerging view of reading disability based on developmental stage theory. Recommends…

Overviews Israeli middle school teachers' perceptions regarding inclusive schooling. The majority of teachers expressed the need to increase their knowledge about the requirements of students with learning disabilities and evinced their readiness to adjust their teaching methods. Teachers also stressed the need for professional guidance and…