The article lists sources of assistance and teaching strategies used by 71 secondary classroom teachers perceived by teachers of learning disabled students as highly effective teachers for that population. Sources and strategies cover 10 academic disciplines: business, home economics, industrial arts, mathematics, English, music, physical…

A four-factor approach to estimating the readability of content area texts for learning disabled students focuses on vocabulary, syntax, density, and format. (CL)

English projects successfully used in secondary resource rooms for learning disabilities include student-developed storybooks, pen-pal letters, anthologies of student writing, and bulletin boards. (CL)

To focus on the importance of concept development and metacognitive processes to the act of writing, curricular changes must be made, including shifting the emphasis from mechanics to content and meaning. Six suggestions are offered for improving the quality and quantity of the written product of learning disabled students. (CL)

Sixteen "helpless" learning disabled students (grades four to five) assigned to an attribution training group demonstrated greater reading persistence and showed significant increases in effort attributions for failure as well as more internal attributions for achievement situations when compared to Ss in the control group. Treatment gains for…

In an investigation of comprehension monitoring skills of learning disabled and average seventh-grade students, average students spontaneously activated comprehension monitoring strategies thereby noting the text inconsistencies regardless of the condition. Learning disabled students, however, activated these strategies only when cued to do so.…

Administrator knowledge and support are critical features of the successful college program for learning disabled students. In addition, career counseling, coordinated academic advising, psychological counseling, and academic reinforcement efforts such as study skills instruction and tutoring all valuable services. (CL)

A family systems approach is advocated for enhancing family functioning as well as ameliorating specific difficulties encountered by learning disabled children and youth. The importance of restructuring dysfunctional parental attitudes and child rearing practices that may be interfering with learning and the need for mental health-education…

Seven software programs for spelling instruction are reviewed, and the author notes that such programs use creative ways to reduce the drudgery of rote memorization. Programs also incorporate graphics, recordkeeping, initial sound emphasis, rules of syllabication, sight work instruction, and speech synthesizers. (CL)

The article examines the curricular dilemmas of resource teachers serving learning disabled students and proposes an instructional content emphasis that would include school and society--learning skills. The article also offers the term learning specialist. (CL)

The author draws on his experience with learning disabilities (LD) to offer 10 challenges to the profession, including to adopt a historically and professionally honest and accurate definition of LD, to recognize two separate groups within LD, and to advocate against the principle of least restrictive environment. (CL)

Learning disabled (LD) and non-learning disabled (NLD) middle school students (total N=34) were evaluated on perception and comprehension of non-verbal communication; interpersonal relations and self-esteem. LD children differed from regular class students both in reported self-esteem and in perception and comprehension of "wordless"…

The study examined the effects of modeling and participant modeling techniques on perceptions of self-efficacy and arithmetic achievement of 60 elementary learning disabled children. Results indicated that children in both treatment groups achieved higher self-efficacy and arithmetic scores, with the participant modeling group being the superior…

A study of the written language test performance of a grade four learning-disabled French Immersion student revealed notable qualitative improvement between pretest and posttest settings concurrent with either minimal or no quantitative improvement. These observations suggest that standardized test instruments may not be the most appropriate tool…

The paper examines cognitive and metacognitive teaching practices in relation to theories of motivation, showing how and why they may inadvertently impede the learning disabled trainee's strategy of generalization. Ways for teachers to counteract such practices as well as implications for research needs are discussed. (Author/CL)