Offered for teachers who are overwhelmed by the task of selecting specific details from referral information for application with the learning disabled child is an analysis of prescriptive teaching for early childhood. Prescriptive teaching is described in terms of utilizing diagnostic information by modifying the educational program and…

The effectiveness of two teaching procedures--antecedent and contingent modeling--in teaching basic sight vocabulary to learning disabled children was tested with two primary-school-age boys with severe reading disabilities. (Author/DLS)

Intended for the classroom teacher, the article offers suggestions for dealing with the child who has a learning disability in mathematics. (SBH)

The article reviews literature on the diagnostic teaching approach, with particular emphasis on mathematics in the elementary school. (SBH)

A resource teacher describes a word imprinting technique which helped to increase reading and memory skills of an 8-year-old student with auditory perception problems. (CL)

Suggestions are made for teaching drama to learning disabled students. (CL)

The author discusses two different approaches to management of learning disabilities: the brain-based or process-oriented approach and the behavior-based or goal-oriented approach. (SBH)

Described is an instructional technique for teaching physically handicapped or learning disabled children to type. (GW)

Explained is a step-by-step approach for using chalkboard exercises to teach cursive writing to elementary level learning disabled students. (CL)

The article uses case histories and anecdotes to describe the math difficulties of learning disabled children and to explain a variety of remedial therapies that match particular problems. (Author/DB)

The use of both low structure and high structure teaching strategies is recommended for the teaching of reading to learning disabled children, with the goal of children becoming independent users of appropriate strategies. (Author/DB)

Two types of elaboration are reviewed as potent strategies for the learning disabled: (1) modifications to make materials more learnable and (2) recommendations about elaborative strategies that learners can execute. A model of autonomous and flexible strategy use is presented with emphasis on efficient strategy application. (DB)

A national survey of the methodological content of 87 large teacher-education programs in learning disabilities/mild handicaps indicated that the dominant methodologies are largely the same as those commonly included in general teacher education. Within given courses, methodologies proven both effective and ineffective are stressed. (Author/VW)

Techniques used to teach a class of seven- and eight-year-old learning-disabled students to tell time are described. Students first practiced counting by 1s and 5s around a clock with no hands before being introduced to the differing functions of the minute and hour hands. (VW)