Analysis of arithmetic problem-solving difficulties among secondary school learning disabled students (N=63) indicated students had the most difficulty with problems of the indirect type and problems that contained extraneous information. Teaching suggestions are offered. (Author/DB)

Concentrating on linguistic and logical-mathematical intelligence in elementary school classrooms ignores the dominant strengths of most children, who may possess alternative spatial, bodily kinesthetic, interpersonal, or intrapersonal intelligence. Explains how elementary teachers can transform "dysteachea" into learning strategies for…

The article suggests two notetaking formats for learning disabled adolescents, as well as general instructional guidelines for notetaking. Since notetaking is not a singular process, it must be coordinated with other areas such as listening and study/test-taking strategies. Finally, notetaking is viewed as an individualized, active process on the…

In two experiments, learning disabled junior high school students learned definitions of 14 vocabulary words either according to a pictorial mnemonic strategy (the "keyword method") or via principles of direct instruction. Results showed that the keyword method was substantially more effective even when keyword students were required to generate…

Twenty-seven low performing learning disabled fourth through sixth graders participated in two types of narrative and expository training sessions (generative-learning and scheme-based interventions). Following training, scores on comprehension measures were significantly higher. The only significant difference between treatments favored the scema…

The article reviews traditional analog time-telling instruction and introduces an alternative approach for learning disabled and other mildly handicapped students. The applied digital approach couples concrete instructional techniques with murals depicting time-related actions of student's day. (CL)

The article examines the social-academic nature of storytelling, reviews studies of narrative ability of learning disabled students, and offers suggestions for developing narratives in the classroom setting. (CL)

The ARROW (Aural, Read, Respond, Oral, Written) Technique using students' self-voice echoing was the most effective method in helping 25 dyslexic adolescents learn their multiplication tables compared to tutor voice, read and say, and write and say methods. (CL)

The author offers suggestions to help teachers create a climate favorable to the growth of students with learning disabilities. Stressed are the need for freedom from distraction, the provision of alternative methods of instruction, constructive approaches to testing, and use of simple and inexpensive resources (such as peer teaching and tapes).…

Seven remedial exercises designed to integrate reading and writing skills for learning disabled students are presented. The exercises, part of a model communicative writing program, focus on copying, automatic writing, restoring deleted words, outlining, paraphrasing, projection, and correspondence. Examples of student writing are included. (CL)

Learning disabled students can be helped to understand figurative language by emphasizing the difference between literal and figurative statements, providing opportunities for practice, and extending the thinking and perceptual skills to other content areas. (CL)

To overcome anxiety of learning disabled students regarding story problems, teachers should view the approach as a vehicle for developing thinking skills. Removing the speed factor and focusing on process and relationships between data are among ways to promote success with story problems. (CL)

Teaching techniques designed to overcome six types of behavioral problems are given along with supporting examples. (EJS)