This study, involving two three-year-olds with mild mental retardation, found that milieu language intervention can directly enhance the acquisition and generative use of lexical and semantic forms used for varied pragmatic functions and that adult systematic commenting and child spontaneous imitation may interact to facilitate the teaching…

This study compared the effectiveness of 3 procedures for teaching 62 elementary students with learning disabilities to identify the correct algorithm in solving addition and subtraction word problems. The group receiving strategy teaching and sequencing practice problems and the group receiving strategy teaching only scored higher than…

This study examined whether the relative efficacy of 2 language teaching methods was predicted by pretreatment subject characteristics of 40 handicapped preschoolers. Seven statistical interactions between pretreatment subject characteristics and language teaching methods indicated that lower-functioning children benefited more from the Milieu…

This study evaluated whether variations in the structure of minimal versus maximal opposition treatments would result in empirical differences in phonological learning with three four-year-old boys who excluded at least six sounds from their phonetic and phonemic inventories. Results indicated that treatment of maximal oppositions led to greater…

Thirty special education teachers were assigned to a dynamic-goal or static-goal curriculum-based measurement group, or a control group. Results with their 60 mildly/moderately handicapped students showed that dynamic goal teachers increased goals more frequently and employed more ambitious goals, and their students had better content mastery than…

Intermediate grade students with learning disabilities learned to work in pairs to help each other with editing and revising of their compositions. The 13 subjects made more revisions and produced papers of higher quality when revising with peer support than did 16 students in a process-approach control group. (Author/JDD)

Twenty primary-aged students with learning disabilities were tutored by nondisabled students in grades 3-6. Tutored students' performance on single-digit addition facts improved compared to a no-treatment control group. There were no significant differences between two tutoring procedures: a counting-on approach and a rote-memorization approach.…