Twenty learning-disabled students (grades 5 and 6) who received procedural facilitation for narrative composition, including story grammar cue cards and a metacognitive check-off procedure, produced better quality stories than a control group of 10 students. Including verbal reminders to develop characters did not affect story quality. (Author/JDD)

Ten learning-disabled elementary students experiencing peer rejection participated in a 20-week intervention with a contextualist training model. Five of the 10 students' social status was classified as unrejected at the postintervention measure, and there were significant increases in positive peer nominations for males at posttest and 6-month…

Thirty studies that examined mathematics strategies for use with learning-disabled students are reviewed. The studies evaluated reinforcement and goal setting on seat work performance, specific strategies for computation and problem solving, mnemonic strategies, peer mediation, and computer-assisted instruction. Virtually all instructional…

This review examines the relationship between specific reading disabilities and aggressive behavior. It finds that there is not enough evidence to conclude that reading disability causes aggressive or delinquent behavior, though limited evidence does suggest that reading disability may worsen preexisting aggressive behavior. (Author/DB)

This study of autonomous functioning in 100 adolescents with learning disabilities found that subjects differed significantly from a nondisabled comparison group in execution of management activities involving use of community resources and self-management but found little or no differences on self and family care, recreation, and social and…

Examined differences in written expression between learning-disabled and nondisabled middle school students matched by grade and sex, using eight curriculum-based measures. All of learning-disabled students had been identified as having written language deficits. Nondisabled students showed superior written expression skills, especially on…

This paper suggests that Edwin Ellis' model for integrative strategy instruction, as applied to teaching adolescents with learning disabilities, requires further development in two areas: (1) the issue of what constitutes a thorough and valid educational model, and (2) the issue of how educational change can be successfully implemented. (JDD)

This article updates the integrative strategy instruction (ISI) model used with adolescents with learning disabilities; addresses motivation, evaluation, and implementation issues; reviews research concerning the impact of ISI on students, its social validity with teachers and students, and its relation to motivation; and clarifies differences…

This introductory article presents the three tenets undergirding the selection of papers in this issue on a sociocultural perspective for literacy research in children with learning difficulties. The three tenets include learning as a cultural phenomenon; learning as arising in contextualized, holistic, and meaningful activity; and the social…

This paper discusses arguments for the social nature of knowledge construction, the balancing influence of individual knowledge construction, conceptualization of the relative roles of individual and social dynamics in children's learning, important principles of effective instruction, and implications for designing educational programs for…

Data reports from South Carolina's 92 independent school districts during 1980-81 were used to calculate prevalence rates of mental retardation and learning disabilities. These prevalence rates were 41.66/1,000 children enrolled for mental retardation and 33.21/1,000 children enrolled for learning disabilities. Additional analysis showed that…

This article describes a current pilot program of the Albuquerque (New Mexico) schools for twice exceptional students (i.e., gifted students with learning disabilities, behavior disorders, and/or communication disorders) in grades 9 through 12. Three program components will be implemented over the next three years: (1) transition plan, (2)…

This qualitative study of 12 succeeding high ability college students found a diverse series of strategies used by the students. Critical factors in student success included participation in a university program for students with learning disabilities and support by a learning disability specialist who helped students by providing learning and…

Implementation of a social skill training package with three elementary-school children who had behavioral and learning disorders resulted in increasing student acquisition of targeted social behaviors, which in turn led to lengthier peer interactions. Increases in nontargeted social responses were also demonstrated. (Author/JDD)

This study compared the science vocabulary performance of 76 students with learning disabilities (LD) and 78 normally achieving (NA) students at elementary and intermediate grade levels. Findings indicated significant differences in receptive language performance between LD and NA students and differences in expressive language between older and…