Test-taking skills should be part of learning-disabled students' instruction. Student performance on previous tests should be analyzed to determine lack of information, carelessness, misinterpretation, material not studied, or incorrect reading. Notetaking techniques, language problems, and special problems presented by essay tests and math tests…

The article presents four guidelines for developing favorable classroom language learning environments for learning disabled students including a physical setting which promotes talk; opportunities to interact and use language; opportunities to use language for a variety of purposes and audience; and a responsive teacher who encourages continued…

The paper describes the keyword method for vocabulary instruction with learning disabled, mentally retarded, gifted, and typical students. The keyword method, a mnemonic technique using visual imagery, involves recoding, relating, and retrieving. Building fluency, using scientific word parts to understand complex words, and generalizing to…

Four different methods of study were presented to fifty-six learning disabled students, who were to learn characteristics of North American minerals. Methods were: (1) direct instruction; (2) mnemonic instruction; (3) reduced-list direct-instruction; and (4) free-study. Results supported findings that learning was superior in the mnemonic…

The need of learning-disabled students for more than extensive practice is discussed. The rigid thinking and error reinforcement that may result are noted, and a solution involving the analysis of students' needs is described in some detail. (MNS)

A study involving 36 (10-12 years) learning disabled (LD) students with reading problems and 36 regular class students matched with LD subjects for reading age demonstrated the benefit of training LD students to use metacognitive activities in reading comprehension. (Author/CL)

Current literature on identification and instructional remediation of subtypes of learning-disabled readers (LDR) are reviewed. Preliminary findings suggest that not all LDR children manifest the same oral language, memory, and perceptual deficits that impede decoding accuracy and efficiency and all do not respond equally well (or poorly) to the…

Use of manipulatives in teaching mathematics to the learning handicapped and mathematically gifted students is discussed. Includes a six-step sequence which has proved helpful in work with most learning handicapped students and a list of mathematical concepts/terms that can be developed using manipulative aids with the gifted students. (JN)

The keyword and pegword methods, related mnemonic strategies to improve performance in encoding and retrieving factual information, are described as effective procedures for helping special education and remedial students increase their learning and memory skills. (JW)

Describes the way in which reading was taught to three nonverbal autistic children, the motivation used, and the children's adaptation to the learning situation. (FL)

This study explores teachers' perspective and approaches when teaching at-risk learners with technology. Using an open-ended survey, data was collected from nine experienced teachers within a high school system are analyzed. The learning barriers encountered ranged from learning disabilities to self-esteem issues. The results indicate that…

Strategies for Success provides realistic and accessible teaching techniques for teachers, special educators, and other professionals working with students at the late elementary, middle, and early high school levels. This book is particularly useful for teachers working in inclusive settings. These strategies can help teachers to understand the…

Research has demonstrated that when teachers use curriculum-based measurement (CBM) to inform their instructional decision making, students learn more, teacher decision making improves, and students are more aware of their own performance (e.g., Fuchs, Deno, & Mirkin, 1984). CBM research, conducted over the past 30 years, has also shown CBM to be…

A study investigated what reading and study strategies students with identified reading-related learning disabilities employ at the post-secondary setting and how the use of strategies differ for students who succeed in particular courses versus those who do not do as well. Nine students with reading-related learning disabilities participated in…

An action research project was conducted to measure any difference in spelling achievement after Word Study activities were used during spelling instruction. Word Study approaches to spelling instruction offer hands-on experiences with the manipulation of letters to form words. It was hypothesized that students taught spelling skills with a Word…