Examined are the potential contributions of research on social reciprocity to the assessment and remediation of social withdrawal among educationally handicapped preschool children. (Author)

Reports on some of the advantages--language creativity, applied phonics, and integrated skills--for the South African Indian children learning to read and write with the Language Experience Approach. (MB)

Use of a pictorial theme for integrating reading, writing, spelling, and language development was investigated with eight sixth-grade children with reading disabilities. (CL)

The multimodal/multisensory interactive unit instructional approach affords teachers and students 16 instructional formats for interaction, differing from other multisensory models in that learner characteristics are neither assigned nor assumed. A case study of an 11-year-old indicated that this approach helped to organize a teaching sequence to…

Successful instructional strategies for enhancing the reading comprehension and comprehension test performance of learning disabled students are described. Students are taught to self-monitor their comprehension of expository materials and stories through recognition and analysis of recurrent elements and problem passages, content summarization,…

Instructional group settings within the mainstream class were compared for 45 learning disabled and 45 non-learning disabled students in an effort to document differential instructional settings used for mainstream children. No group difference was demonstrated for lecture/presentation or seatwork settings. (HOD/Author)

The use of curriculum-based assessment can provide teachers with useful data to plan instruction that is precise, relevant, and designed to help learning-disabled students succeed. Discussed are the steps in the assessment process, types of assessment instruments, and specific procedures for curriculum-based assessment in the language arts. (JDD)

Describes activities using the newspaper in the science area to help older disabled students learn decision-making skills such as identifying cause and effect, separating fact from opinion, and predicting outcomes. (NH)

Eleven fifth- and sixth-grade learning-disabled students composed and revised stories using handwriting, dictation, and word processing. Dictated stories differed from other formats on product measures such as length, quality, and grammatical errors. Differences between handwritten and word-processed stories were found on the process measures of…

The paper details teaching methods that have proved successful in teaching money management skills to secondary special education students (e.g., use of real money, organization of money before counting, transitions when counting different bill denominations, instruction in various bill combinations, sequence of introducing coin combinations, and…

Understanding learning strategies used by gifted students can help teachers improve effectiveness in all learners. Six traits common among the gifted and modifiable in students with learning difficulties include (1) superior concentration skills; (2) field independence; (3) reflection; (4) internal locus of control; (5) active learning; and (6)…

Guidelines for effectively integrating learning-disabled or behavior problem students into regular classrooms are discussed. They include meetings between regular and special education teachers, class rules, discipline, clear directions, individualized instruction, direct instruction for skill acquisition, peer tutoring, structured activities,…

A social skills curriculum for learning disabled students involves assessing strengths and weaknesses, choosing target skills, and teaching target skills. In the area of nonverbal communication, suggested activities can help students understand facial expressions, gestures, and vocal intonation. Opportunities should be provided to practice new…

Suggestions for successfully teaching severely reading disabled adolescents are presented in terms of: preparing for instruction (analyze students' instructional and achievement histories, identify current reading demands); providing direct instruction (solicit active student involvement, individualize instructional activities); and monitoring…

In a survey of resource room teachers (N=101) of learning disabled and mildly retarded students, mathematics instruction occupied about one-third of the average resource room teacher's teaching time. Although Ss reported considerable college coursework in mathematics and mathematics instructional methods, they felt inadequate at several…